A paraeducator is an individual who serves under the direction of a teacher as an assistant in the educational process. Paraeducators extend services to students both with and without disabilities.
Paraeducators play a vital role in the educational programs of the Independence School District. Paraeducators help our students meet learning and behavioral goals set by the District's curriculum, the building plans for individual schools, and specialized plans, such as Individual Educational Plans (I.E.P.), Title I Plans, or Individualized Health Plans. They also provide critical assistance for classroom and special education teachers. Most importantly, paraeducators provide acceptance, encouragement and support for students with special educational, social, emotional, and health needs. A variety of paraeducators, with differing educational backgrounds and skills, are needed in the school setting. Job descriptions for paraeducators in the Independence School District are included in the "Employment" section of this handbook.
All paraeducators must have a high school diploma or GED, and additional college hours are preferred. Different types of paraeducator positions require specialized training or certifications. Please refer to the job descriptions in the "Employment" section of this handbook for these specific requirements. Paraeducators who have at least sixty (60) college hours and are paid accordingly on the Paraeducator Salary Scale are required to obtain a Missouri Substitute Teacher Certificate on an annual basis.
Requirements set forth in the No Child Left Behind legislation affect the qualifications for paraeducators working in Title I schools. The following are guidelines from the Missouri Department of Elementary and Secondary Education:
Any paraprofessional hired after January 8, 2002, and working in a Title I, Part A program must have a secondary school diploma or its recognized equivalent (GED) and meet one of the following qualifications:
Exception: These qualifications do not apply to a paraprofessional whose primary responsibility is to serve as a translator or whose duties consist solely of conducting parental involvement activities under Title I, Part A. All paraprofessionals hired by the district before January 8, 2002 and working in a Title I, Part A Program must have a secondary school diploma or its recognized equivalent (GED) and, not later than four years after the date of enactment (January 8, 2002), meet the qualifications listed above.
Missouri Department of Elementary and Secondary Education
Division of School Improvement- Federal Instructional Improvement
Email: webreplyimprfii@mail.dese.state.mo.us
Phone: 573-751-8284
Revised: August 16, 2002
Most paraeducators are full-time employees who work seven (7) hours a day, five (5) days a week. Consult your letter of appointment for the number of hours you are to work. You will have a half hour for a duty-free break during the day. This will mean that you will be in attendance at your school for a half hour longer than your work hours. For example, if you are to work seven (7) hours, you will be in attendance at your school for seven and a half (7-1/2) hours each day.
Occasionally, you will be asked to attend a conference with teachers, parents, and others to help plan for the needs of a student in your care. If this occurs outside of your regular working hours, you will be paid for this time at your regular hourly rate.
The State requires that first year special education paraeducators receive fifteen (15) hours of in-service training and all returning K-12 special education paraeducators receive ten (10) hours of in-service training each year. All returning ECSE paraeducators receive twelve (12) hours of in-service training each year. This training needs to be pre-approved by your principal and the Director of Special Services. If this training time extends beyond your regular work hours, you will be paid for this at your regular hourly rate. Note: The Professional Development sign-in sheet will be used to verify participation and stipend pay. It is the Paraeducator's responsibility to sign in at each training session.
Paraeducators will not work on teacher professional days when students aren't in attendance, unless this is requested and pre-approved by their principal and the Director of Special Services. Some attendance days are Early Release for students. On these days paraeducators who work six (6) or six and a half (6 1/2) hours a day will work four (4) hours. Paraeducators working seven (7) or seven and a half (7 1/2) hours a day will work for five (5) hours on Early Release days.
Regular attendance is an essential function of the job. If you must be absent, it is your responsibility to report this to your supervisor as soon as possible so that arrangements can be made to cover your responsibilities for the day.
Failure to report for duty or neglect to report absences for three (3) consecutive days will be considered by the employer as employee job abandonment.
Board of Education policy 4310 states, "When employees are absent more than ten (10) days in any semester or more than fifteen (15) days per school year, their absence is considered excessive. The Superintendent/Designee will review each incident of excessive absence and may require the employee to provide medical documentation or may consider disciplinary actions up to and including termination. Appropriate documentation may also be requested for unusual patterns of absences, or absences of three or more consecutive days."
Your annual salary is based on student contact time in your particular school. Paraeducators who are scheduled to work at least twenty-five (25) hours a week are paid on an "even pay" basis. This means that their annual salary is divided into twenty-four (24) equal payments, no matter how many days are worked in the month. Overtime, extra hours, or docks are adjusted on the paycheck following the month in which these events occur. If an employee exits from the district before the end of their work year, the final paycheck is adjusted to pay them for the actual days worked and any vacation days accrued at the time of exit.
If district finances allow, Paraeducators are advanced one step on the scale at the beginning of the fiscal year (July1). This movement does not apply to new employees who are hired after April 1. These employees will remain on their step until the following year. A copy of the current scale is located in the "Employment" section of this handbook.
Paraeducators will be placed on the Paraeducator Salary Scale according to educational level and previous classroom experience. Credit hours used for salary advancement must be from an accredited college or university. An official college transcript or copy of an official college transcript must be presented to the Human Resources Office in order to receive this credit on the salary scale. Paraeducators may enter the scale on Step 1-12 based on prior experience as a paraeducator or classroom teacher in a public or private school setting. Experience in a daycare setting will not be counted. The Office of Human Resources will determine the entry step for new employees.
Paraeducators may increase their salary by passing the Para Praxis test or completing college hours and presenting an updated official transcript (not grade reports) to the Human Resources Office. Paras making these changes will move to the appropriate column while maintaining their current step. For instance, a paraeducator on step 5 with a high school diploma who passes the Para Praxis would move to step 5 in the Para Praxis column.
Hourly stipends for specialized training will be applied to the salaries of employees who will complete the required training and function as a Life Skills Paraeducator, a Communication, Behavior, and Social Skills (CBSS) Paraeducator, a Behavior, Academics, Social Skills (BASS) Paraeducator, Paraeducator with Brailing Responsibilities, Recovery Room (RR) Interventionist, or an Independence Academy Program Paraeducator/Alternative Program Paraeducator. This stipend will be removed if a paraeducator does not complete/maintain the required training or if they do not work in the appropriate setting.
Paraeducators should record their working hours using the district's electronic timekeeping system. The payroll secretary will review your time sheet by verifying the information recorded in the system. The building principal will approve the timesheet at the end of the pay period. Payday is on the fifth (5th) and twentieth (20th) of the month, or the preceding Friday if these dates fall on a weekend.
Additional time worked for in-service training(s) and required conferences will be approved through the office of the Director of Special Services or appropriate Central Office Administrator.
Paraeducators who are hired to work a minimum of twenty-five (25) hours a week may participate in the Board of Education paid health, dental, and life insurance programs. They are also eligible for long term disability insurance. Detailed information concerning benefits may be obtained by contacting the Benefits Office (521-5300) at the Board of Education Building. A summary of employee benefits can also be found in the "Benefits" section of this handbook.
All employees working a minimum of twenty-five hours a week are eligible for a part-time leave package. Paraeducators working at least twenty-five (25) hours per week will receive five (5) sick leave days per year, one of which may be used as a personal leave day. Three (3) bereavement leave
days will be available annually.
During the first year of employment, sick leave time shall accumulate at the rate of two (2) days per month until allowable days are accumulated. During the second and subsequent years of employment, annual allowable sick leave days are accumulated immediately upon assuming responsibilities for the school year. Sick leave days not used each year will accumulate for future use. Unused personal days will roll over as sick leave days for the coming year. Bereavement days do not accumulate.
Exceptions to the district's leave policies should be directed to your supervisor to forward to the Human Resources Office.
In order to protect the rights of students and parents, paraeducators must be aware of and practice appropriate ethical behavior. Paraeducators shall maintain confidentiality and protect and promote the rights of students. Paraeducators should demonstrate honesty, loyalty, dependability, cooperation, and a willingness to learn. The following is a suggested code of ethics for paraeducators:
The Federal Education Rights and Privacy Act (FERPA) and the Individuals with Disabilities Education Act (IDEA) require school districts to maintain confidentiality of students' records and progress.
Confidentiality can be extremely difficult to maintain because situations arise that are unexpected or appear harmless if information is shared. If any question arises regarding what information can be shared and with whom, discuss this with your supervising teacher and/or building administrator. It is important that paraeducators discuss students only with school personnel in appropriate situations such as staffings, conferences, and IEP meetings.
Tips for Paraprofessionals by Joyce Elliott, Green Ridge R-VII School District (1997)
Reprinted from Paraprofessional Mentor Program.
Respecting confidentiality means respecting privacy. As a paraprofessional, one will hear, read, and observe information about students that is considered confidential. In short, one will learn a great deal about the students and their families. The paraprofessional must always respect the privacy of the students, and their families.
There are federal and state laws designed to protect the confidentiality of students served by special education. The laws state that only educators directly involved in delivering services to a student may have access to records and information about him or her. Persons not directly involved in delivering services to a student do not have a right to the information. Paraprofessionals should count themselves as among those "directly involved". Paraprofessionals have the right to know information about the student or students that will aid in offering appropriate support. Please note that paraprofessionals are allowed access to information only for the students with whom they are directly involved.
Having access to records and test results, being a part of discussions and planning for a student, and observing and closely working with the student are ways to find out more about the student. All of these formal strategies for learning more about students, their abilities, and their needs are carefully monitored and even documented. In addition, paraprofessionals need to be mindful of more informal ways of finding out about students. Always remember that a professional honors confidentiality. It is not only unprofessional to do otherwise, but also illegal. Problems of confidentiality are not always intentional.
Here are a few tips to help keep confidentiality from becoming a problem:
Remember, all students in the class will look to adults for examples. The best way to encourage understanding and interactions between students with disabilities and their non-disabled peers is to model tolerance, patience, and acceptance.
To help you understand your job responsibilities and assess how well you are fulfilling those responsibilities, you will be evaluated using the performance-based evaluation included in this handbook. Although you may be evaluated at any time during the year, evaluations generally are completed in the Spring. Your building principal will discuss the evaluation with you and ask that you sign the evaluation. Please take time to study this evaluation and discuss any questions with your principal. A copy of the evaluation is included in the "Employment" section of this handbook.
Although the teacher is responsible for the instructional program of a student, the paraeducator needs to have a basic understanding of how students learn and appropriate instructional techniques and strategies. This understanding is necessary in order to facilitate the instructional process.
It is frequently said there are essentially six stages of learning. One is ACQUISITION. Students at this stage make frequent errors when attempting to use a target concept or skill, but gradually respond more and more accurately. The second stage is REVISION. At this stage the learner is in the process of acquiring the skill, but the responses are erratic. Correct responses should be reinforced. The third stage is PROFICIENCY. The learner responds correctly, but not automatically. The learner should be reinforced for faster rates of response. MAINTENANCE is the fourth stage. During this stage previously acquired skills or concepts are practiced for retention. The ultimate educational outcome is better functioning of students in the world outside school. This is achieved by GENERALIZATION, or the fifth stage. Generalization means applying what is learned in school to situations outside of school or in different settings. The sixth and final stage is ADAPTION. The learner is able to recognize when a skill can be applied in new situations. Previous knowledge is used by the learner to problem solve.
The paraeducator's primary role is to assist regular and special education teachers and support individual children's needs. The teacher functions in a leadership role in implementing the special education student's Individualized Education Plan (IEP). Paraeducators serve under the direction and supervision of the teacher to assist in carrying out the student's IEP. Teachers will plan and prescribe the learning environment and the instruction for the student. Teachers and administrators will instruct the paraeducator in the specifics of their job.
| Supervising Teacher | Paraeducator |
|---|---|
| 1. Teaches new concepts, skills, and introduces classroom activity. | 1. Reinforces and reviews concepts and skills. Assists students in performing activities initiated by the supervising teacher. |
| 2. Plans instructional programs. | 2. Assists with the planning process and helps carry out the instructional program. |
| 3. Grades student performance. | 3. Monitors and checks student’s work. |
| 4. Revises instructional programs. | 4. Monitors student progress in instructional programs and relates findings to supervising teacher. |
| 5. Designs and adapts instructional materials. | 5. Assists in designing and adapting materials. |
| 6. Designs and implements behavior and intervention plans. | 6. Monitors and reinforces student performance during behavioral interventions through observation and participation. |
| 7. Communicates with parents. | 7. Assists in record keeping for daily and/or weekly communication with parents. |
| 8. Is responsible for discipline. | 8. Assists in implementing the behavior management techniques set up by the supervising teacher. |
| 9. Attends professional development meetings (district and building). | 9. Attends professional development meetings (district and building) as requested. |
{The following guidelines for Paraeducators were written by Educational Consultant, Regina Higgins, and are used with her permission}
Questions:
Check list considerations:
Additional Information: ____________________________________________________________________________________________________________________________.
The Independence School District is committed to the inclusion of all students in the regular classroom setting. As a paraeducator, you will assist students as they are in the regular classroom. The following information explains the focus of inclusion.
The term "inclusion" refers to students with disabilities being educated in general education settings for the benefit they will realize from being there, rather than requiring them to keep up in order to be part of the class. The appropriate special education supports and services are provided through collaboration among all the professional educators and parents. It assumes that the child is a member of the age-appropriate, general education class in the neighborhood school.
By using words with dignity, we encourage equality for everyone.
Words with Dignity:
Avoid these Words:
Other terms which should be avoided because they have negative connotations and tend to evoke pity and fear include:
| Abnormal | Handi-capable | Moron | Spastic |
| Burden | Incapacitated | Palsied | Stricken with |
| Condition | Imbecile | Pathetic | Suffer |
| Deformed | Maniac | Physically challenged | Tragedy |
| Differently abled | Maimed | Pitiful | Unfortunate |
| Disfigured | Madman | Poor | Victim |
If a person not connected with the school seeks information about a child or permission to take the child from the room, refer that person directly to the principal. The principal will determine whether or not the child should be excused and will notify you of the decision.
Under NO circumstances should a child be released without permission of the principal.
Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Special Education Staff or Regular Education Staff
Principal
Job Goal:
To work under the direction of a Special Education teacher or Regular Education teacher to help students meet behavioral and/or learning goals outlined in the District's curriculum, the school's plan, and/ or specialized plans, and/ or individualized plans.
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project, or assignment for which the appointment is made. The salary and work calendar are to be established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
HR 09.10.18
Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Special Education Staff
Principal
Job Goal:
To work under the direction of a Special Education Teacher and help students meet behavioral and/or learning goals outlined in the district's curriculum, the school's plan and the Individualized Educational Program (IEP).
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project, or assignment for which the appointment is made. The salary and work calendar are to be established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
HR 9/10/18
Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Special Education Staff
Principal
Job Goal:
To work under the direction of a Special Education teacher to help students meet learning and/or behavior goals outlined in the District curriculum, the school's plan, and/or specialized plans, such as Individual Educational Programs (IEP)
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project or assignment for which the appointment is made. The salary and work calendar are established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with the Board of Education policy by the immediate supervisor, utilizing the Independence School District Support Staff Performance Based Evaluation.
HR 9/10/18
Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Special Education Staff
Principal
Job Goal:
To work under the direction of a special education teacher and help students meet behavioral and/or learning goals outlined in the District's curriculum, the school's plan, and the Individualized Educational Program (IEP).
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project, or assignment for which the appointment is made. The salary and work calendar are to be established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
HR 9/10/18
Qualifications:
Physical Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Special Education Staff
Principal
Job Goal:
To adapt classroom work for hearing impaired students to help them meet learning and/or behavior goals outlined in the District's curriculum, the school's plan, and/or specialized plans, such as the Individualized Education Program (IEP) or the Title I Plan.
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project, or assignment for which the appointment is made. The salary and work calendar are to be established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
HR 9/10/18
Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Principal
Job Goal:
To help students meet behavioral and/or learning goals outlined in the District's curriculum, the school's plan, and/or specialized plans, such as the Individualized Educational Program (IEP), or 504 Plan.
Performance Responsibilities:
Terms of Employment:
The Learning Lab Paraeducator will be employed for nine-month positions. The salary and work calendar will be established annually by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
HR 9.10.18
Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Special Education Staff
Principal
Job Goal:
To work under the direction of a Special Education Teacher to facilitate the educational process by protecting the health status of students and to help students meet learning and/or behavioral goals outlined in the District's curriculum, the school's plan, and/or specialized plans, such as the Individualized Educational Program (IEP) or the individualized Health Plan
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project, or assignment for which the appointment is made. The salary and work calendar are established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
HR 9/10/18
Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Teaching Staff
Principal
Job Goal:
To work under the direction of a classroom Teacher to help students meet behavioral and/or learning goals outlined in the District's curriculum, the school's plan, and/or specialized plans, such as the Individualized Educational Program (IEP), or 504 Plan
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project, or assignment for which the appointment is made. The salary and work calendar are to be established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
.
HR 9.10.18
Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Special Education Staff
Principal
Job Goal:
To work under the direction of a special education teacher and help students meet learning and/or behavioral goals outlined in the District's curriculum, the school's plan, and/or specialized plans, such as the Individualized Educational Program (IEP) or the Title I Plan
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project, or assignment for which the appointment is made. The salary and work calendar are to be established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
HR 9/10/18
Qualifications:
Physical Qualifications:
Fair Labor Standards Act Status: Non-Exempt
Reports to:
Appropriate Special Education Staff
Principal
Job Goal:
To work under the direction of a Special Education teacher. To adapt classroom work for visually impaired students to help them meet learning and/or behavior goals outlined in the District's curriculum, the school's plan, and/or specialized plans, such as the Individualized Education Program (IEP) or the Title I Plan. To help visually impaired students navigate classrooms and other sites.
Performance Responsibilities:
Terms of Employment:
The duration of the position is contingent upon the continued funding of the program, project, or assignment for which the appointment is made. The salary and work calendar are to be established by the Board of Education.
Required Testing:
Post offer employment medical physical exam and essential functions test (EFT) required.
Work Environment/conditions:
While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.
Physical Demands:
Evaluation:
Performance of this job will be evaluated in accordance with Board of Education policy by the immediate supervisor, utilizing the Independence School District School Support Staff Performance Based Evaluation.
HR 9/10/18
To view the 2019-2020 Paraeducator Salary Scales, please visit: https://www.isdschools.org/hr/employee_handbook/2019-2020/salary_schedules/index.html#paras
To view the Performance Based Evaluations for Paraeducator Staff, please contact your supervisor.
To view the 2019-2020 Paraeducator Employment Calendars, please visit: https://www.isdschools.org/hr/employee_handbook/2019-2020/calendars/index.html#paras