Anticipated District Special Education Paraprofessional SY25-26

District Special Education Paraprofessional

Reports to: Director of Student Services Building Principal or Designee

Location: Elementary Middle or High School

Subject: Special Education Paraprofessional

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equalopportunity employer. All qualified applicants will receive consideration for employment without regard to race color religion gender gender identity or expression sexual orientation national origin genetics disability age or veteran status.

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds ethnicities and experiences. Families in our three vibrant school communities (Elementary Middle & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS we value equity teamwork respect and growth and we have committed to hiring and retaining a diverse staff and employees who are committed to an antiracist curriculum and ideals.

Job Summary:

The Special Education Paraprofessional assists in educating students with disabilities across settings including General Education classrooms and in subseparate small group sessions. Working with children with moderate to severe disabilities the paraprofessional follows programs related to ABA mental health therapeutic academic or discrete trial settings across programs as indicated on IEPs.

Responsibilities:

The successful candidate for this position will:

• Assist in the instruction and supervision of students supporting students academically socially and behaviorally in the inclusion small group individual or subseparate setting with direction from the classroom teacher and/or special education teacher service provider or administrator.
• Support students with special needs by following provisions specified in their Individual Education Program (IEP).
• Provide support that may include physical management such as crisis management taking action or assisting educators the school crisis team and/or administrators in restraining students who are at risk of harming themselves or others by following school/districtapproved restraint procedures to ensure the safety of students and others (training provided).
• Attend training and maintain certification in deescalation and physical management techniques.
• Collect individual student data and report student concerns and/or progress information.
• Escort and supervise students to and from various school facilities and areas.
• Take initiative to work collaboratively with special education general education teachers and related service staff.
• Assist in establishing a positive learning environment and responding to students needs.
• Assist students with daily tasks such as eating mobility communication dressing and toileting including diapering.
• Promote independence for students with disabilities.
• Safeguard confidential information to ensure compliance with the Family Educational Rights and Privacy Act (FERPA) and the Health Information Portability and Accountability Act (HIPAA).

General Expectations:

• Work effectively as part of an interdisciplinary team of teachers BCBA and related service providers.
• Participate in consultation with special education teachers and related service providers.
• Ongoing communication with the program SPED team and building staff on behalf of the students.
• Demonstrated commitment to antibias antiracist education
• Attend building and district meetings to promote communication and mutual decisionmaking among the staff
• Willingness to work on academics social skills and activities of daily living if needed
• Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards
• Responsible for implementing other jobrelated duties as needed

Qualifications Required:

• Associates or successfully passed the Paraprofessional test OR 48 college credits
• Safety Care certified or the ability to be certified in Safety Care
• Experience working with students with disabilities preferred (or willing to receive training)
• Ability to take the initiative and work independently
• Ability to deescalate behaviors; Calm neutral demeanor
• Reliable and wellorganized with sound judgment
• Effective oral and written communication
• Deep commitment to DEI and antibias antiracist approaches to education and service.
• Candidates are subject to background checks including CORI clearance and fingerprinting
• Current authorization to work in the United States
• Candidates must have such authorization by their first day of employment.

Qualifications Preferred:

• Bachelors Degree from an accredited college or university
• Experience implementing all parts of the IEP process
• Knowledge of a wide range of disabilities
• Ability to handle a multitude of varying and complex issues
• Proficiency in multiple languages reflecting our diverse student population

Work Environment & Physical Requirements:

The majority of work is performed in a school or classroom environment which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.

Physical Requirements:

While performing the duties of this job the teacher is frequently required to kneel stoop bend and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit walk lift or carry.

Required Experience:

Unclear Seniority