<p>Position Type:</p> <p>Exceptional Student Support Services/Para Professional</p> <p>Date Posted:</p> <p>6/3/2025</p> <p>Location:</p> <p>DISTRICT WIDE - ALL LOCATIONS</p> <p>Date Available:</p> <p>07/14/2025</p> <p>Closing Date:</p> <p>When Filled</p> <p>&nbsp&nbspAdditional Information: Show/Hide</p> <p>Job Summary: The One-on-One Paraprofessional will provide dedicated, individualized support to a visually impaired student who also exhibits behavioral needs. This role focuses on fostering the student's independence, academic progress, social-emotional development, and safe participation within the school environment. The paraprofessional will work under the direct supervision of certified teachers and school administration, implementing individualized education programs (IEPs), behavior intervention plans (BIPs), and specialized strategies related to visual impairment.</p> <p>Qualifications:</p> <p>To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below include the knowledge, skills, and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties and responsibilities of this position.</p> <p>Essential Duties and Responsibilities:</p> <p>The essential duties and responsibilities of the Paraprofessional Level 2 include the following. Other duties may be assigned.</p> <p>Support for Visually Impaired Student Needs:</p> <ul> <li> <p>Assist the student with navigation throughout the school campus (classrooms, restrooms, cafeteria, playground, etc.) safely and efficiently, using appropriate guiding techniques.</p> </li><li> <p>Facilitate access to educational materials in preferred formats (e.g., large print, Braille, audio, tactile graphics) as directed by the Teacher of Students with Visual Impairments (TVI).</p> </li><li> <p>Assist with the organization and use of assistive technology devices specific to visual impairment (e.g., magnifiers, refreshable Braille displays, screen readers, CCTV).</p> </li><li> <p>Describe visual information and environmental cues clearly and concisely to the student.</p> </li><li> <p>Support the student in independent living skills as appropriate for their age and developmental level (e.g., organizing materials, personal care, eating).</p> </li><li> <p>Collaborate with the TVI and classroom teachers to ensure appropriate accommodations and modifications are implemented for the student's visual impairment.</p> </li></ul> <p>Behavioral Support and Intervention:</p> <ul> <li> <p>Implement and consistently follow the student's individualized Behavior Intervention Plan (BIP) and positive behavior support strategies.</p> </li><li> <p>Utilize proactive strategies to prevent challenging behaviors and de-escalate situations as they arise, following established protocols.</p> </li><li> <p>Collect and accurately record behavioral data as outlined in the BIP and by supervising staff.</p> </li><li> <p>Provide positive reinforcement and encouragement to promote desired behaviors and social skills.</p> </li><li> <p>Assist the student in developing self-regulation and coping strategies.</p> </li><li> <p>Maintain a calm and consistent demeanor, providing a predictable and supportive environment for the student.</p> </li><li> <p>Communicate effectively with the student to understand their needs and provide appropriate prompts and redirection.</p> </li></ul> <p>Academic and Classroom Support:</p> <ul> <li> <p>Reinforce academic instruction provided by the teacher, working one-on-one or in small groups as directed.</p> </li><li> <p>Assist the student with task completion, organization of materials, and transitions between activities.</p> </li><li> <p>Adapt or modify assignments and materials under the direction of the teacher to meet the student's learning style and visual needs.</p> </li><li> <p>Support the student's participation in classroom activities and social interactions with peers.</p> </li><li> <p>Facilitate communication between the student and teachers/peers.</p> </li><li> <p>Provide assistance during assessments and tests as per IEP accommodations.</p> </li></ul> <p>Communication and Collaboration:</p> <ul> <li> <p>Maintain open and consistent communication with the classroom teacher, special education teacher, TVI, school administration, and other service providers regarding the student's progress, challenges, and successes.</p> </li><li> <p>Give input to teachers who will participate in team meetings (e.g., IEP meetings, progress meetings) as requested.</p> </li><li> <p>Adhere to confidentiality guidelines regarding student information.</p> </li><li> <p>Report any concerns or incidents involving the student promptly to appropriate school personnel.</p> </li></ul> <p>General Professional Responsibilities:</p> <ul> <li> <p>Maintain professional boundaries and a positive working relationship with the student, staff, and families.</p> </li><li> <p>Adhere to all school district policies, procedures, and safety guidelines.</p> </li><li> <p>Engage in ongoing professional development as required or recommended to enhance skills related to visual impairment, behavior management, and special education.</p> </li><li> <p>Demonstrate flexibility and adaptability to meet the evolving needs of the student and school.</p> </li></ul> <p>Working Environment</p> <p>The work environment characteristics described below are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.</p> <p>The physical demands typically require: stooping, kneeling, crouching, standing, walking, sitting, finger or manual dexterity, repetitive finger motion, speaking, hearing, seeing (with correction), focusing ability, or other factors applicable for the job. Employees may be subject to travel, odors, dust, poor ventilation, workspace restrictions, bloodborne pathogens, and loud noises. Employees may be required to lift or exert up to 50 pounds of force to move objects occasionally.</p> <p>Education and/or Experience</p> <ul> <li> <p>High School Diploma or GED required.</p> </li><li> <p>An Associate's degree or higher OR completed two years of study (equaling 60 or more credit hours) from an accredited institution of higher education OR obtained a passing score on one of the Arizona Department of Education paraprofessional approved assessments required.</p> </li><li> <p>General computer skills.</p> </li><li> <p>Ability to read and follow directions.</p> </li><li> <p>Effective writing and verbal communication skills.</p> </li><li> <p>Function effectively as a team member.</p> </li><li> <p>Be responsible, reliable, and punctual.</p> </li><li> <p>Be flexible and adaptable to change.</p> </li><li> <p>Positively accept direction.</p> </li><li> <p>Establish and maintain courteous, cooperative working relationships with students, staff, and parents.</p> </li><li> <p>Direct constructive criticism toward improving the district.</p> </li><li> <p>Exercise positive problem-solving behavior and conflict resolution skills.</p> </li><li> <p>Adhere to the dress code appropriate to the site and job.</p> </li><li> <p>Be a positive role model for students.</p> </li><li> <p>Work with a large cross-section of people in a professional and non-judgmental manner.</p> </li></ul> <p>Terms of Employment</p> <ul> <li> <p>Salary placement on Grade E of the Governing Board approved salary schedule.</p> </li><li> <p>Hours per day as determined by the specific assignment.</p> </li><li> <p>Benefits as assigned for this position.</p> </li></ul> <p>Clearances</p> <ul> <li> <p>Criminal Justice/Fingerprint Clearance.</p> </li><li> <p>Measles/Mumps/Rubella Immunity/Vaccination.</p> </li><li> <p>Valid I-9 form.</p> </li></ul> <p>Notice of Non-Discrimination:</p> <p>The Florence Unified School District steadfastly upholds the commitment to educational equity, which means putting kids first by providing the resources necessary to attain success. We are resolute in our dedication to educational equity, which involves removing barriers, fostering inclusivity, valuing diversity, and empowering the community.</p> <p>The Florence Unified School District does not discriminate on the basis of race, color, national origin, sex, age or disability in admission or access to or treatment or employment in its policies, procedures or practices, in compliance with Title VI, Title VII, Title IX, Section 504 and the Americans with Disabilities Act. The lack of English language skills shall not be a barrier to admission or participation in the district's activities and programs. The Florence Unified School District also does not discriminate in its hiring or employment practices.</p> <p>This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator(s): the District Title IX Coordinator, and/or the District 504 Coordinator, both of which can be located on our web page www.fusdaz.com or in person at 1000 South Main Street, Florence, Arizona. Or by phone at (520) 866-3500.</p>