Position Type:
Support Staff/Paraeducator
Date Posted:
1/29/2026
Location:
Freeport Middle School
(High-Needs School)
Revised: 1/21/25
TITLE: Specialized Paraprofessional
QUALIFICATIONS: High School diploma.
Associate degree or 60 college credit hours or pass the ETS (Educational Testing
Service) ParaPRO Assessment Test
Educator License with Stipulations (ELS) with a Paraprofessional Endorsement
Experience and training to work effectively with at-risk students
Evidence of emotional stability and maturity
REPORTS TO: SCHOOL ADMINISTRATOR
SUPERVISOR: SCHOOL ADMINISTRATOR
JOB GOAL: Responsible for working with special education students on a daily basis, providing physical, emotional, academic support and assisting students in accessing the district's special education program.
Inputs
(activities done by the position/ how they spend their time/ daily schedule
Evidence
(what can we see as a result of the daily schedule - logs, data book, quarterly reports, calendar)
Outcomes
(what happens for students - attendance, test scores, Panorama scores - how do we know this position is getting good ROI?)
1. Individualized Student Support
- Provide one-on-one or small group support to students with IEPs
- Implement specific interventions and accommodations as outlined in IEPs
- Assist students with academic tasks, behavior management, and social skills
- Support students' use of assistive technology or specialized equipment
2. IEP Implementation
- Review and understand the IEPs of assigned students
- Track minutes of support provided to each student as specified in their IEP
- Collaborate with special education teachers to ensure proper implementation of IEP goals
- Assist in collecting data on student progress towards IEP goals as directed by teacher.
3. Classroom Assistance
- Support lead teachers in adapting classroom activities for students with IEPs
- Help maintain a positive and inclusive learning environment
- Assist with classroom management, focusing on students with special needs
- Facilitate peer interactions and support social integration of students with IEPs
4. Behavior Management
- Implement behavior intervention plans as specified in IEPs
- Use positive behavior support strategies tailored to individual student needs
- Assist in managing crisis situations or challenging behaviors
- Document behavioral incidents and interventions as required
5. Communication and Collaboration
- Maintain regular communication with special education teachers and general education teachers
- Participate in IEP meetings and provide input on student progress upon request
- Communicate with parents/guardians as directed by supervising teachers.
- Collaborate with other paraprofessionals and support staff
6. Documentation and Record Keeping
- Maintain accurate records of support minutes provided to each student
- Document student progress and observations for IEP progress reports as directed.
- Ensure confidentiality of student information and records
7. Professional Development
- Attend required training sessions on special education laws and practices
- Participate in workshops on specific interventions or disabilities as required.
- Stay current with best practices in supporting students with special needs
- Seek guidance and support from supervising teachers to improve skills
8. Student Care and Safety
- Assist students with personal care needs as specified in their IEPs
- Ensure safety of students during all school activities
- Administer first aid as trained and directed
- Be aware of and responsive to individual student health concerns
1. Student Support Documentation
- Detailed logs of support minutes provided to each student
- Records of interventions and accommodations implemented
- Progress notes on student achievements and challenges
2. IEP Implementation Records
- Checklists or tracker sheets showing adherence to IEP requirements.
- Data collection sheets on student progress towards IEP goals as directed.
3. Behavior Management Artifacts
- Completed behavior incident reports
- Documentation of positive behavior interventions used
- Progress tracking for behavior intervention plans
4. Communication Logs
- Records of interactions with teachers, parents, and other staff
- Notes from parent-teacher conferences.
- Emails or messages coordinating student support if applicable.
5. Educational Materials
- Adapted classroom materials for students with special needs
- Visual aids or communication tools created for specific students
- Organized files of individualized learning resources
6. Professional Development Records
- Certificates of completion for relevant training sessions
- Notes from workshops and professional learning communities
- Self-assessment and goal-setting documents for skill improvement
7. Student Care Logs
- Records of personal care assistance provided
- Incident reports related to student health or safety
1. Student Achievement
- Improved academic performance of students with IEPs
- Increased student participation in classroom activities
- Enhanced ability of students to meet their individualized goals
2. IEP Compliance and Effectiveness
- Higher rates of successful IEP implementation
- More accurate tracking and reporting of student progress
- Increased effectiveness of IEP strategies due to consistent application
3. Inclusive Education
- Greater integration of students with special needs in general education settings
- Improved peer relationships and social skills for students with IEPs
- Enhanced overall classroom culture of inclusivity and diversity
4. Behavior and Social-Emotional Growth
- Reduced frequency and severity of behavioral incidents
- Improved self-regulation and coping skills among students with IEPs
- Increased emotional well-being and self-esteem of supported students
5. Communication and Collaboration
- Stronger partnerships between general education and special education staff
- Improved home-school communication regarding student progress
- More cohesive and coordinated approach to supporting students with special needs
6. Individualized Learning
- Better tailored educational experiences for students with diverse needs
- Increased use of assistive technology and specialized learning tools
- More effective differentiation of instruction in inclusive classrooms
7. Data-Driven Decision Making
- More informed IEP development and revision processes
- Better allocation of support resources based on accurate data
- Improved ability to demonstrate student growth and program effectiveness
8. Staff Development
- Enhanced skills and knowledge among paraprofessionals in special education
- Increased job satisfaction and retention of support staff
- More effective teamwork between teachers and paraprofessionals
9. School Culture
- Heightened awareness and acceptance of diverse learning needs
- Improved overall school climate regarding inclusion and support
- Increased parent and community satisfaction with special education services
10. Student Independence
- Greater development of self-advocacy skills among students with IEPs
- Improved transition readiness for students moving to next educational levels
- Increased student confidence in navigating academic and social challenges
TERMS OF EMPLOYMENT: 176 day Classified position with salary and hours to be established by the Board of Education. 6.5 hours per day Starting wage for 2025/2026 per the United Steelworkers Contract $16.93 per hour.
EVALUATION: Performance will be evaluated annually in accordance with the provisions established by the Board of Education.
SALARY RANGE: In accordance with the USW (United Steelworkers) Negotiated Agreement. Starting wage for the 2025/2026 school year is $16.93 per hour per the USW contract
This job description has been reviewed and is in accordance with the Americans with Disabilities Act.
