Intervention Paraprofessional – West Park Elementary
Work Year: Spring Semester 20-21 (Jan. 4 – June 17); all paraprofessional positions are at-will positions. Calendar follows the teacher calendar for the Lake County School District.
SUMMARY : This employee is responsible for supporting students with academic losses due to the COVID-19 pandemic with a variety of interventions: within the classroom, pull-out small group, and one-on-one setting. In addition, this employee is an important member of the school community and supervises students accordingly.
Evaluated by: Academic Dean
Academic Intervention and Support: (80% of time)
- Using data compiled by Academic Dean and classroom teachers, based upon the academic losses and areas of concern created by the interruptions of education due to the COVID-19 pandemic, implement intervention groups to decrease the gaps in knowledge and skills. Data will include, but not be limited to, DIBELS, iReady, EL Module Assessments, CR Success Assessments, High Frequency Word Assessments, CORE Phonics Assessments, and teacher observation.
- Specifically, Middle of Year (2019-20) data will be compared with Beginning of Year (2020-21) data to identify the students with the most urgent need for academic intervention and drive intervention strategic mapping.
- Planning and implementing research-based intervention programs based upon data and resources.
- Maximizing instructional time, minimizing interruptions and activities non-related to knowledge and skills gaps, and utilizing all scheduled minutes for purposeful planning or learning.
- Adjusting groupings according to data in collaboration with Academic Dean, to be as responsive as possible to learners’ needs.
- Creating comprehensible lesson plans for substitute instructors in the event of an absence to ensure that learning still continues each day for students.
- Working directly with students to lead small group and one-on-one student learning activities, specifically work with such programs as PRISM, SPIRE, and Lexia.
- Assessing phonemic awareness, phonics and literacy skills; data gathering as needed to guide small group instruction.
- Tracking and documenting growth of students within the small group to demonstrate effectiveness – provide reports of documentation at a regular interval for building administration.
- Implementing teacher-directed learning activities and enrichment, with fidelity, to facilitate student growth and progress.
- Assisting with special education and Multilingual students within classrooms, one-on-one, or in small groups.
- Leading small and large groups of students using computers or other technology to implement web-based interventions.
- Using First Responder List for behavior or academic issues, when needed.
- Adapting all learning activities to a remote-learning environment which may include, but is not limited to: creating instructional videos, holding remote small group instruction, communicating with families and creating personalized at-home instructional materials for students. (This possibility may exist until the COVID-19 pandemic is abated.)
- Attending COVID-19 related Professional Development opportunities as related to the intervention tasks listed above.
Student Supervision and School Logistical Support: (20% of time)
- Supervising students before and after school, at lunchtime, during recess or other times during the day – within 8-hour work limits.
- Helping teach and model school-wide expectations and rules.
- Supporting in the front office during arrival and/or dismissal.
- Other duties as needed.
Preferred Qualities and Skills:
- Adaptability – accepts and adjusts to change, performs multiple tasks, organizes work and sets work priorities.
- Availability – punctual, adheres to work schedule and has overall excellent attendance
- Commitment to Excellence – willingness to strive for excellence; lack of tolerance for mediocrity.
- Communication Skills – demonstrates a commitment to frequent, direct, constructive communication with all customers and colleagues.
- Cultural Competency – demonstrates respectful interactions and welcoming demeanor with all customers, including students, staff, parents and community.
- Customer Service – demonstrates a willingness to go above and beyond to meet the needs of our varied customers, including students, staff, parents and community.
- Understanding of academic intervention and responsivity.
- Familiar with PRISM, DIBELS, SPIRE, Lexia, Dreambox, iReady and CR Success.
- Gentle and kind approach with young learners and staff.
- Consistent behavior expectations (classroom, lunchroom, and playground).
- Ability to remain calm and react safely.
- Understanding of early childhood academics and behavior.
- Quick learning capacity for new programs to become competent and independent (including instructional programs and computer literacy).
- Growth Mindset – demonstrating a belief that adults and children can continually improve, which includes being open to feedback and willing to examine and improve one’s professional practice.
- Interpersonal Skills – works cooperatively with colleagues, students, parents and vendors.
- Personal Impact – appropriate appearance for position, represents district in a professional manner.
Interested candidates should contact Allison Reigel or 719-486-6963.