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Special Ed Paraprofessional Reports to: Special Education Manager Job Category: School Year – Salaried Teachers and Other Licensed Salaried Employees FTE: 1.0 Position Summary HCPA is a Title I charter school that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. The Paraprofessional duties are to support the classroom teachers and advance the HCPA’s educational programs. To create a classroom environment that is conducive to teaching, learning, and personal growth for students in accordance with each faculty members and student’s ability. To base one’s assistance to the classroom teacher on the premise that all children can learn and will learn to their highest potential. Responsibilities * Provide behavior and academic support for students as directed by teacher/case manager related to IEP goals, objectives, and behavioral plans * Supervise students during non-instructional times (e.g. lunch, recess, field trips, and other activities), including escorting and assisting students to and from class(es) * Adapt instructional materials, equipment, and/or strategies as directed to accomplish the instructional objectives and meet student needs * Reinforce instructional material(s), working with students on assignments, providing supplemental tutoring, guided practice, and other instructionally-relevant activities as directed by teacher/case manager * Assist with Activities of Daily Living (ADLs) as indicated in the student's IEP or other formal supports as needed throughout the academic day• * Collaborate and provide academic and behavior data regarding, but not limited to, student progress, observations, needs, issues, behaviors * Participate and/or provide input for student-related meetings as requested * Use information provided during professional development and training sessions (when applicable) to strengthen instruction by incorporating appropriate strategies in group activities under the direction of the classroom teacher. * Evaluate one’s own instructional effectiveness; adjust methods of supporting student learning * Assist students to use all technologies in the school enhance teaching/learning. * Assist teachers or staff with imputing student attendance, student grades, student behavior notes into PowerSchool * Compile and maintain complex and extensive records and files. * Make phone call and provide language interpretation to parents and students * Support teachers to maintain ongoing connections with students’ families. * Participate in ongoing and regular staff, team, and individual professional development; be a positive addition to discussions; participate in shared decision making. * Support a learning environment that is personally safe, culturally respectful, and educationally sound. * Assist classroom teachers in use of family and community resources to support the classroom instructional process. * Support teachers to collaborate with parents, community, and business organizations with all aspects relating to the College Prep (CP) program and other academic programs. * Assist leadership team in ongoing marketing campaign: develop school flyers and marketing materials for student recruitment * Collaborate with General Education to adjust classroom instruction to meet the needs of Special Education students (i.e. ELL strategies, best practices, enriched visual classroom environment). * Assist in riding special education transportation vehicles to monitor and support student behavior as well as those with physical limitations. * Supervise student activities, which may include: o Bus duty – assist with walking students to the busses at the end of the day o Breakfast and/or lunch duty – assist with monitoring based on a rotational schedule * Other duties as assigned Accountabilities * Supports school goals and objectives consistent with the vision, mission, and values of HCPA. * Participates in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts. * Establishes and maintains effective and cooperative relationships with students, parents, teachers, and other school staff. * Responds appropriately and promptly to parent, student, and staff member needs. * Maintains strict confidentiality regarding students and the educational setting. Required Qualifications * To work as an instructional paraprofessional in a program using Title I, Part A funds, the Code of Federal Regulations (CFR) requires: - At least two years of college credits (usually 60 credits in Minnesota) through an accredited institution of higher education; or * an associate’s or higher degree; or * a passing score on a valid and reliable formal assessment (see “Paraprofessional Assessments” below) demonstrating the knowledge and ability to assist with instruction in reading/language arts, writing, mathematics or readiness for each. * The ParaPro Assessment is available at multiple test centers or remotely with an at-home version. The passing score is 460. * The Paraeducator Online Training and Assessments package is available through most Minnesota service cooperatives. It involves two assessments. The passing scores are 65% for the Instructional Support test and 70% for the Knowledge and Application test. The fee includes access to more than 100 training courses and unlimited assessment attempts through the school year. * Ability to work in a fast paced, busy, cooperative and collaborative learning environment. * Be knowledgeable using a PC computer and use Microsoft applications * Knowledge of first aid procedures * Ability to analyze situations carefully and adopt effective courses of action. * Work under pressure, completing work in an accurate manner while meeting conflicting deadlines and schedules which are often set by others despite frequent interruptions. * Strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds. * Excellent organizational and time management skills; ability to multi-task; ability to organize their own work, set priorities and meet critical deadlines. * Knowledge of the programs, functions, and procedures of a school setting. * Ability to remain calm in emergency and stressful situations. * Ability to exercise initiative and sound and effective judgment within established guidelines. Preferred Qualifications: * Preferred at least one-two years of experience in a classroom setting preferred. Other experience may be considered. * Experience working with children of diverse ethnic backgrounds in an urban school setting Other Information Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States. Work Environment/Conditions * Duties are normally performed in a school/classroom environment; school building is a multi-level building that has an elevator and is accessible. * Position requires extensive interaction with children of all ages. * Possible exposure to loud and noisy locations (e.g. loud classrooms or cafeterias; children speaking or laughing loudly). * Operate standard equipment (computer, fax machine, telephone, copier machines, etc.). * Fast-paced environment. * Position requires the ability to sit for extended periods of time, ability to push, reach, or bend. * Occasional or frequent standing for periods of 4 hours or more Equal Employment Opportunity Hmong College Prep Academy District is an equal opportunity employer and supports an inclusive workplace environment.