Paraprofessional - Physically Impaired - TEMPORARY HELP POOL (2024/2025 School Year)

Definition

Under the general direction of the site Principal or Designee, the Paraprofessional - Physically Impaired provides support to the instructional program with specific responsibility for assisting in the supervision and instruction of students with severe physical impairments (as defined in the Individuals with Disabilities Education Act [IDEA]); observes and documents student progress; implements plans for instruction; and assists students by providing for special health care needs. The incumbents in this classification provide the school community with specialized instructional support for students with severe physical impairments, which directly supports student learning and achievement.

Examples of Duties/Essential Job Functions

The following alphabetical list of functions, duties, and tasks is typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform other closely related or department-specific functions, duties, and tasks from those set forth below to address business needs and changing business practices.

• Accompanies students with disabilities from classroom to classroom; escorts student(s) from school bus or vehicle to classroom or from classroom to school bus or vehicle.
• Adapts classroom activities, assignments and/or materials, under the direction of the supervising teacher, to support and reinforce classroom objectives.
• Administers immediate first aid and medical assistance as instructed by a health care professional (e.g., diapering, tube feeding, colostomy bags, medication) to meet immediate health care needs and/or develop student’s daily living activities and behavioral skills.
• Assists students with disabilities with toileting needs (e.g., accompanying children to restrooms, diapering); assists students with specialized health care needs in daily tasks.
• Assists students in a variety of ways (e.g., eating/feeding, hygiene, health and safety issues, transportation, physical education, speech and language) to maximize educational opportunities and student success at school.
• Assists students with mobility issues (e.g., braces, wheelchair, crutches, walking, lifting, repositioning) for the purpose of moving/transporting students within educational settings; may accompany student(s) on school bus.
• Attends meetings and in-service presentations (e.g., first aid, CPR, approved behavioral training, emergency/lockdown procedures) to acquire and/or convey information relative to job functions.
• Communicates with supervising instructional staff and professional support personnel to assist in evaluating progress and/or implementing IEP objectives.
• Maintains instructional materials and manual/electronic files/records (e.g., daily Student Service Log) to ensure availability of items, provide written reference, and/or meet mandated requirements.
• Monitors student(s) during assigned periods within a variety of school environments (e.g., bus stops, playgrounds, classrooms, field trips, public transportation, assemblies, cafeterias) for the purpose of maintaining a safe and positive learning environment.
• Observes medical conditions and acts on symptoms to maintain student safety; monitors for seizures; communicates with teacher about changes of status.
• Participates in the implementation of IEP plans to meet IEP goals and/or District benchmarks. '
• Provides, under the supervision of assigned teacher, instruction to individuals or small groups in a variety of areas (e.g., cognitive, gross and fine motor skills, feeding skills, self-help skills, behavior control) to assist students in meeting learning goals.
• Performs other related duties as assigned for ensuring the efficient and effective functioning of the work unit and the District, including various mandatory District trainings.

KNOWLEDGE, SKILLS, AND ABILITIES
(At time of application)

Knowledge of:

• Specific needs, requirements and issues of students with physical impairments and severe special needs (e.g., wheelchair use, proper securing with lap belt, transfer from wheelchair to walker, oxygen tank use)
• Principles of child development, instructional processes
• General purposes and goals of public education, Special Education terminology
• Techniques used in directing, disciplining and motivating students
• Basic recordkeeping techniques
• Classroom management techniques and playground rules
• Safety practices and procedures
• Conflict resolution procedures

Skills and Abilities to:

• Assist a diverse range of students in developing self-help and social skills
• Assist in planning and prioritizing learning activities to support the special needs of physically impaired students
• Perform basic clerical functions
• Perform basic arithmetic calculations
• Operate standard office equipment and software application
• Use English in both written and verbal form, use correct grammar, punctuation and spelling
• Interpersonal skills using tact, patience and courtesy with students, administration, and staff
• Actively move around play field, playground or campus for extended periods
• Understand and carry out oral and written instructions
• Maintain the confidentiality of student records
• Assume responsibilities involved in supervising and working independently with students
• Develop and maintain collegial relationships with staff
• Meet schedules and deadlines
• Read/interpret/apply rules, regulations, policies
• Rapidly learn methods and materials used in a variety of instructional situations
• Maintain safe environment for students
• Establish and maintain effective working relationships with staff, students and the public

RESPONSIBILITY:
Responsibilities include working under direct supervision using standardized routines; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization's services.

Employment Standards/Minimum Qualifications

( At time of application and in addition to the Knowledge, Skills, and Abilities listed above .)

EDUCATION REQUIRED:
High School diploma or equivalent. Completion of 48 units from a nationally accredited college or university; or A.A. degree or higher, or the passage of a local assessment test.

EXPERIENCE REQUIRED:
One (1) year of experience working with children in a specialized learning environment.

LICENSE(S) REQUIRED:

• CPR/First Aid Certificates

CERTIFICATIONS AND TESTING REQUIRED:

• Criminal Justice and FBI Fingerprint Clearance
• Negative TB test result plus periodic post-employment retest as required (currently every four years)
• Pre-employment physical exam B through District’s provider

Classified Substitute Rate - $21.40 per hour
On call as needed

Examination Process

Materials Required:
1. Completed application
2. High School Diploma or GED
3. Copy of official college transcript indicating the c ompletion of forty-eight (48) units from a nationally accredited college or university, or A.A degree or higher, OR passage of a local assessment test that meets the standards of No Child Left Behind (NCLB)
4. Valid First Aid /CPR Card for infant/child /adult

*The local assessment test that meets the standards of No Child Left Behind (NCLB) is offered by MUSD. Please email alejandravenegaschav@maderausd.org to schedule.

The examination process will include screening to ensure applications are complete and meet all minimum qualifications. No additional information will be accepted from applicants once the application has been submitted.

Only the most qualified applicants, who pass the minimum qualifications review, will be placed on the Substitute list.

To move forward in the selection process, you must complete an online application through this web site. Resumes may be uploaded but cannot be used in place of a completed application .

SUBMISSION OF APPLICATION: ONCE YOU HAVE SUBMITTED YOUR APPLICATION YOU WILL NOT BE ABLE TO MAKE REVISIONS TO YOUR APPLICATION MATERIALS.

When completing the application, please make sure you include ALL current and previous employment in the Work Experience section of the application and complete ALL fields, including the name and contact information for your supervisors. Experience that is included in the resume but not in the Work Experience section of the application may not be considered for the purpose of determining whether you meet the minimum qualifications.

If you have any questions regarding the recruitment process please contact Personnel Technician, Vicky Zamora at (559) 675-4500 Ext 296 or email vickyzamora@maderausd.org

All required documents must be submitted by the applicant. Personnel Commission staff will not upload your documents for you.

The Governing Board desires to provide a positive work environment where employees and job applicants are assured of equal access and opportunities and are free from harassment in accordance with the law. The Board prohibits district employees from discriminating against or harassing any other district employees and job applicant on the basis of the person's actual or perceived race, religion creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex, or sexual orientation. The following person is designated as the Title IX Coordinator.

Prince Marshall
Executive Director of Student & Family Support Services
1820 Howard Road, Madera CA 93637
559-416-5826

21

Madera, California United States View Map