What are the responsibilities and job description for the Anticipated Special Education Paraprofessional (SY 25-26) position at Foxborough Regional Charter School?
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 equal-opportunity 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 sub-separate, 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 sub-separate 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/district-approved restraint procedures to ensure the safety of students and others (training provided). Attend training and maintain certification in de-escalation 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 anti-bias, anti-racist education Attend building and district meetings to promote communication and mutual decision-making 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 job-related duties as needed
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 equal-opportunity 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 sub-separate, 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 sub-separate 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/district-approved restraint procedures to ensure the safety of students and others (training provided). Attend training and maintain certification in de-escalation 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 anti-bias, anti-racist education Attend building and district meetings to promote communication and mutual decision-making 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 job-related duties as needed
