PARAEDUCATOR SPECIAL EDUCATION - LEVEL I (Limited Term; Six Month Assignment)

• Job Description

  Basic Function
  
  Under the direction of an assigned administrator, perform a variety of instructional support duties involved in providing instructional assistance to individuals and small groups of special education students with mild to moderate disabilities; perform a variety of clerical duties as assigned.
  
  Essential Functions
  
  DISTINGUISHING CHARACTERISTICS:
  There are four classes of Paraeducator supporting Special Education services. Each class is distinguished by higher level duties and responsibilities, with the Paraeducator Special Ed - Level I being the entry level in this series of classes. Below are the distinguishing characteristics between each level:
  Paraeducator Special Ed - Level I : Employees in this class serve students with mild to moderate disabilities and provide instructional support to individuals or small groups of students.
  Paraeducator Special Ed - Level II : Employees in this class typically serve students with moderate to severe disabilities, and provide instructional support as well as physical support to students with moderate to severe physical orthopedic and/or intellectual disabilities, in addition to serving younger disabled students that require assistance with toileting/diapering.
  Paraeducator Special Ed - Level III : Employees in this class serve students who require 1:1 support more than 50% of the work day, and provide intensive behavioral and/or physical support to students with moderate to severe disabilities. This class is also distinguished by more experience in data collection and academic modification.
  Paraeducator Special Ed - Level IV : Employees in this class are distinguished by highly specialized training and experience in identifying specific deficits and suggesting instructional supports and behavioral modifications. Employees in this class are assigned individual caseloads and are skilled in developing data collection and tracking systems.
  
  ESSENTIAL DUTIES:
  Assist with the development, preparation, and reinforcement of learning materials and in the performance of other instructional activities for assigned special education program; assist assigned teacher with the implementation of Individual Education Plans (IEPs) ; provide input into the development of individual educational goals and objectives as assigned .
  
  Accompany students to regular education classrooms and/or in the community; adapt and modify lessons or materials to meet the individual needs of the students.
  
  Confer with teachers concerning programs and materials to meet student needs; notify teacher of any special problems or information concerning students.
  
  Assist staff with the preparation of instructional and testing materials; assist in administering tests; assist in the preparation of graphic and written teaching materials; assist in the ordering of instructional materials and aids as necessary.
  
  Assist individual or small groups of students with academic, social skills and the achievement of IEP goals ; reinforce instruction to individuals or small groups in a variety of subjects; develop creative methods and techniques for working with students within the suggested framework of the teacher; review plans with the teacher to ensure correct teaching techniques are being utilized for each student.
  
  Assist in evaluating student progress in a wide variety of skills; correct papers; report progress regarding student performance and behavior to the teacher; assist staff in administering assessment tests as assigned by the position.
  
  Observe and manage behavior and safety of students according to approved procedures; assist in maintaining order among the students in the classroom and on the school grounds; accompany students in field/community trips and observe and model appropriate behavior; accompany students going from one location to another; escort students to the restroom; accompany student to and from the bus; supervise students as needed during other unstructured time such as recess, lunch and other break periods.
  
  Record information, data compiling and maintaining records and files, on student performance.
  
  Provide support to the teacher by setting up work areas, displays, and exhibits, operating audiovisual equipment and educational training equipment, distributing and collecting papers and supplies, preparing bulletin board materials, and decorating the classroom; assist in maintaining a neat, orderly, and attractive learning environment.
  
  Operate a variety of standard office equipment including a telephone, copier, computer and assigned software.
  
  Provide routine first aid to injured students according to established procedures as needed.
  
  OTHER DUTIES:
  Other related duties as assigned.
  
  KNOWLEDGE AND ABILITIES:
  
  KNOWLEDGE OF:
  Child guidance principles
  Practices related to individuals with special education needs.
  Basic subjects taught in schools.
  Correct English usage, spelling, grammar, and punctuation.
  Modern instructional equipment, practices and techniques.
  Basic record keeping procedures.
  General methods of education and tutoring.
  General needs, learning styles, and behavior of students.
  Basic child development theory and principles.
  Basic techniques to motivate students and manage student behavior.
  Safe work practices.
  Basic first aid and CPR techniques.
  
  ABILITY TO:
  Reinforce instruction, as directed by the teacher, to individual or small groups of special education students ranging in age from preschool through early adulthood.
  Assist in the preparation of instructional materials and implementation of individual education plans.
  Assist with the instructional and related activities of the assigned learning environment.
  Support the assigned teacher's style of classroom management.
  Supervise students according to approved policies and procedures.
  Operate modern instructional equipment including computer equipment.
  Learn the procedures and functions necessary to perform assigned duties.
  Learn instructional terminology, program philosophies, concepts, materials, methods, and procedures.
  Learn child guidance principles and practices.
  Interact effectively and sensitively with individuals from diverse backgrounds.
  Maintain accurate records.
  Maintain confidentiality of student and school information.
  Demonstrate an understanding, patient, and receptive attitude toward individuals with special needs.
  Understand and follow oral and written instructions.
  Communicate effectively both orally and in writing.
  Administer basic first aid and CPR as needed.
  
  Education & Experience Requirements
  
  EDUCATION AND EXPERIENCE:
  Any combination of education and/or experience equivalent to: High school diploma or equivalent and one year experience working with individuals with special needs, preferably in an educational environment.
  
  LICENSES AND OTHER REQUIREMENTS:
  Valid First Aid and CPR certificates issued by an authorized agency.
  Must meet requirements specified under the Federal Accountability mandates.
  
  WORKING CONDITIONS:
  ENVIRONMENT:
  Classroom environment.
  Indoor/outdoor
  
  PHYSICAL DEMANDS:
  Dexterity of hands and fingers to operate standard office and classroom equipment.
  Sitting or standing for extended periods of time.
  Bending at the waist, kneeling or crouching to assist students.
  
  Selection Process
  
  The examination process for this recruitment may be comprised of one or any combination of the following: screening of the applicant's training, background, and experience; scored evaluation of responses on a supplemental application; written examination(s); qualifications appraisal oral examination; performance examination; or technical oral examination, scored on a job-related basis. Only the most highly qualified candidates will be invited to continue in the examination process. Successful candidates who pass all parts of the examination process will be placed on the eligibility list in order of their relative merit as determined by these competitive examinations.
  
  If your application is accepted to advance in this recruitment, the examination date is as follows:
  
  Written Examination - October 14, 2024
  
  Dates are tentative, but it is highly recommended that you plan your calendar accordingly. No Make-Up dates will be offered.
  
  Other Important information: This posting is for a LIMITED TERM, TEMPORARY PARAEDUCATOR SPECIAL EDUCATION - LEVEL I ASSIGNMENT.
  
  PLEASE NOTE: Employees selected for this Limited Term, temporary assignment will be paid hourly at the first step of the salary schedule.
  
  Benefits
  
  Interested applicant may view the benefits plans available to classified employees of the San Lorenzo Unified School District by clicking on the following link:
  
  http://www.slzusd.org/cms/page_view?d=x&ppid=&vpid=1244185494118
  
  Closing Date/Time: 10/4/2024 4:00 PM Pacific

• ABOUT THE COMPANY

  • 

  • San Lorenzo Unified School District

  • 510-317-4657

  San Lorenzo Community
  The Community of San Lorenzo is situated in unincorporated Alameda County between the cities of San Leandro and Hayward. The 2010 United States Census reported that 23,452 people, 7,425 households, and 5,792 families reside in San Lorenzo. The population density is approximately 8,488 people per square mile (3,276.8/km²). The racial makeup is approximately 47.4% White (32.4% non-Hispanic), 4.8% African American (4.5% non-Hispanic), 1.0% Native American, 21.6% Asian, 0.8% Pacific Islander, 17.9% from other races, and 6.5% from two or more races. Roughly 37.7% of the population is Hispanic or Latino of any race.  The school district boundaries include parts of the cities of San Leandro and Hayward. 
  
  San Lorenzo Students
  The students of San Lorenzo represent the diversity of the town's past and present. Of the students attending TK-12 schools in San Lorenzo, 56% are Hispanic/Latino, 13% are Asian, 12% are Black/African American, nine percent are white, eight percent are Filipino and two percent are of other races. Forty two percent of the students in San Lorenzo speak Spanish as their first language, while 40% speak English as their first languages. Other languages represented include Cantonese/Mandarin (7% ), Tagalog (4% ), Vietnamese (3%) and Arabic (3%). Three percent of our students speak one of 37 other languages. Of the approximately 10,500 students, 69% are eligible for the Federal Free and Reduced Lunch Program.  Seventy-two percent of the District's students are either socio-economically disadvantaged, English Learners or Foster Youth. Many of our students fall into more than one of these categories, but can only be counted once.
  
  San Lorenzo School District
  The district was established on November 8, 1859 and is one of the oldest continuously operating school systems in the State of California. From a humble beginning in 1850 with only six students and a tiny portable schoolhouse, the District reached its peak size in 1970 with 18,000 students enrolled in 28 schools. The current Superintendent of the district is Dr. Fred Brill who has served the community since 2014. The district collaborates with multiple city and county government departments to access and organize services for students and families. The school district partners with many local initiatives to create multiple opportunities for students and families. These partnerships include Alameda County Supervisors and Alameda County Office of Education to provide services to community members ages 11-24 at the REACH Ashland Youth Center.
  
  Currently, San Lorenzo Unified School District consists of nine elementary schools, three middle schools, and four high school sites. The District Independent Contracted Education (DICE) program gives students the chance to receive several hours of instruction each week one on one with a highly qualified teacher, while taking on the obligation to complete an additional number of study hours at home.  In 2004, the school district adopted wall to wall Small Learning Communities and offers eight different programs for all 3300 high school students.  
  
  District-wide all teachers have focused on implementation of Common Core State Standards to guide classroom instruction. Administrators and teachers use multiple measures of assessment, including NWEA and CAASPP to determine program needs. Teachers utilize formative and summative data across grade and subject areas to inform instruction. Weekly collaboration, planning and analysis of lesson objectives, student work samples, and performance on common assessments drive the delivery of curriculum and the instructional strategies utilized. Analysis of data determines intervention course offerings.

   

   

   

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