Paraeducator - Special Education Structured Learning Center (SLC)

Last Revised: 10/2026 Auburn School District Job Title: Paraeducator - Special Education Reports To: Building Administrator Unit Classification: Public School Employees of Auburn (PSEA)

Position Summary: The Special Education Paraeducator provides individualized instructional, behavioral, functional, and personal care support to students receiving special education services under Individualized Education Programs (IEPs), primarily in specialized or intensive special education program settings. Under the direction of certificated staff, the position supports the implementation of specially designed instruction, individualized behavioral interventions, and functional skill development for students requiring more intensive and ongoing assistance. Responsibilities may include significant behavioral support, personal care, mobility assistance, and specialized health-related procedures based on assigned student and program needs.

Duties and responsibilities:

• Assist certificated teachers and other designated staff in implementing specially designed instruction, individualized educational programs, and specialized learning activities for students receiving special education services.
• Provide individualized instructional, behavioral, physical, and personal care support to students requiring intensive or ongoing assistance, individually, in small groups, or in specialized classroom settings, as determined by student and program needs.
• Support the implementation of Individualized Education Programs (IEPs), including individualized instructional strategies, accommodations, modifications, behavioral interventions, and functional skill development.
• Assist students in developing and practicing functional, adaptive, communication, social, and daily living skills necessary to promote independence and participation in school activities.
• Provide ongoing instructional assistance and reinforcement of individualized learning objectives, including students requiring significant adaptations, repeated instruction, or intensive adult support to participate in educational activities.
• Support the inclusion and meaningful participation of students with disabilities in instructional activities, school programs, and interactions with peers, including opportunities within general education settings.
• Implement individualized behavioral interventions, positive behavior supports, and prevention and de- escalation strategies consistent with established student behavior plans and district training.
• Provide direct support to students exhibiting significant behavioral challenges, including aggressive, self- injurious, or other behaviors requiring intensive supervision, intervention, or immediate response to maintain safety.
• Monitor and supervise students requiring close or continuous adult support in structured and unstructured settings, including classrooms, hallways, playgrounds, cafeterias, and other school environments, as directed by the building administrator or supervisor.
• Maintain the physical mobility, stamina, and responsiveness necessary to keep pace with assigned students, including students who move quickly, require continuous supervision, or need immediate physical assistance to maintain safety.
• Actively accompany, monitor, and support assigned students throughout the school day, including during transitions, movement between locations, outdoor activities, and other settings requiring sustained physical activity.
• Respond promptly and appropriately to student movement, behaviors, and safety concerns, including situations requiring quick changes in position, direction, or pace.
• Provide personal care, self-help, and specialized physical assistance to students, which may include: o Changing clothes and assisting with hygiene needs. o Diapering and toileting support. Last Revised: 10/2026 o Tube feeding and other health-related procedures, as authorized and trained. o Lifting, positioning, transferring, and providing physical assistance to students, using appropriate techniques, assistance, and equipment. o Supporting student mobility, positioning, and participation in instructional and daily school activities. o Assisting students with the development and practice of daily living and self-care skills.
• Support the implementation of individualized health, safety, and behavioral support plans, following established procedures and training requirements.
• Observe, document, and communicate student progress toward individualized instructional, behavioral, and functional goals, including recording behaviors, responses to interventions, and other information as directed by certificated staff.
• Assist with preparing adapted instructional materials, specialized classroom resources, and other materials necessary to support individualized student learning and participation.
• Work collaboratively with teachers, administrators, related service providers, and other school staff to coordinate individualized student supports and promote student learning, participation, and safety.
• Demonstrate flexibility in working with students with varying academic, behavioral, developmental, and physical support needs. Student assignments, including one-to-one assignments, are determined by the district and may change based on student and program needs.
• Perform other related duties as assigned by supervisor.

Required Knowledge, Skills, and Abilities Related to Cultural Competence and Equity:

• Ability to recognize and demonstrate awareness of one's own cultural identity while respecting and valuing the cultural identities and experiences of others.
• Commitment to anti-racist practices and to establishing and supporting an inclusive environment that promotes cultural competence, belonging, and equitable treatment of all students, staff, and families.
• Ability to work effectively and respectfully with individuals from diverse racial, cultural, linguistic, and socioeconomic backgrounds.
• Ability to support and promote the Auburn School District's commitment to Engage. Educate. Empower. With Equity and Excellence.

Preferred Knowledge, Skills, and Abilities:

• Previous experience supporting students with disabilities in a K-12 educational setting, particularly in specialized or intensive special education programs.
• Coursework or training related to special education, individualized instruction, student behavior, and functional skill development.
• Experience implementing individualized behavioral interventions, de-escalation strategies, and supports for students demonstrating aggressive or self-injurious behaviors.
• Experience or training in district-approved safety and physical intervention procedures.
• Experience supporting students with significant physical, developmental, behavioral, or personal care needs.
• Demonstrated organizational, time-management, and communication skills.

Minimum Requirements:

• Must be at least 18 years of age.
• High school diploma or recognized equivalent and one of the following: o Two years of study at an institution of higher education; o An associate's degree or higher; or o Successful completion of a state or locally approved academic assessment.
• Must have or be willing to obtain district-required SafetyCares training.
• Ability to establish and maintain positive, productive, and professional relationships with students, families, and staff.
• Ability to maintain confidentiality regarding student, family, staff, and program information.
• Maintain consistent and reliable attendance. Last Revised: 10/2026
• Ability to perform the essential physical functions of the position, including sustained walking, standing, bending, kneeling, crouching, lifting, and assisting with student mobility and personal care.
• Ability to maintain physical stamina, mobility, and responsiveness necessary to keep pace with assigned students and provide continuous supervision and timely assistance throughout the workday.
• Ability to respond promptly to student safety needs, including situations requiring quick movement, changes in direction, or physical intervention consistent with district training and procedures.
• Ability and willingness to support students with a range of physical, behavioral, developmental, and instructional needs, including students requiring intensive or continuous assistance.
• Ability to fulfill assigned responsibilities in either individual student support or classroom-based settings, with assignments determined by the district according to student and program needs.
• Ability to adapt to changes in student assignments, schedules, and program responsibilities.
• Ability to perform assigned duties safely and effectively, with or without reasonable accommodation.

Employment Requirements - After Hire:

• Completion of New Employee Orientation within 30 days.
• Completion of online workplace training within 30 days of hire.
• Completion of Washington State mandated Paraeducator Certificate Program training within state-established timelines.
• Completion and maintenance of district-required safety, behavioral intervention, and other assignment-specific training.

Working Conditions: Physical Demands: This position requires regular and sustained physical activity throughout the workday. Essential physical demands include walking, standing, bending, stooping, crouching, kneeling, reaching, lifting, carrying, and performing repetitive movements. Employees must be able to maintain the mobility, stamina, and responsiveness necessary to actively supervise, accompany, and keep pace with assigned students in a variety of school environments. Student needs may require continuous movement, rapid changes in direction or pace, immediate response to safety concerns, and physical assistance with mobility, positioning, personal care, or behavioral support. Depending on assignment, employees may be required to lift and/or transfer students weighing up to 50 pounds independently and more than 50 pounds with assistance or appropriate equipment, consistent with established safety procedures and individual student support plans. Physical demands may vary by student assignment and may change during the school year. Employees must be able to perform the essential physical functions of their assigned responsibilities, with or without reasonable accommodation. Work Environment: Duties are primarily performed in specialized or intensive special education classrooms and other school environments, including hallways, cafeterias, playgrounds, and outdoor settings under varying weather conditions. Employees may work with students requiring intensive physical, behavioral, developmental, or personal care support. The position may involve exposure to bodily fluids, infectious diseases, loud or unpredictable noise, and aggressive or unexpected student behavior. Employees are responsible for maintaining appropriate supervision, responding to student safety needs, and following established district safety and intervention procedures.

The information contained in this job description is not an exhaustive list of the duties performed for this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.