Job Description


Ranch Creek Elementary School

Recruiting Start Date:


Estimated Start Date:


Performs the day-to-day activities of teaching special education students while under supervision of a teacher. The speech/language pathology paraprofessional does not make diagnostic long-term education decisions regarding special education students. This includes individuals who may or may not be licensed. The speech/language pathology paraprofessional works with a wide range of communication disabilities: articulation, developmental paraxial, voice, fluency, receptive and expressive language, pragmatics, auditory processing, oral motor, and reading disabilities. In addition, the speech/language pathology paraprofessional works with students with a wide range of disabilities, severe needs, hearing impairment, vision impairment, autism, social/emotional issues, physical and cognitive.

Note: This position addresses current student needs at the specified school. If the current program/school should experience a change in student needs, the individual filling this position may be required to change locations to another school where needs are demonstrated. This could occur at any time during the school year.

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.

  • Reports consistently for work as scheduled
  • Performs other duties as assigned
  • Attains proficient or higher evaluations on established Performance Standards
  • Follows documented treatment/intervention plans or protocols developed by supervising speech/language pathologist
  • Assists in planning and implements instructional programs and lessons in various learning environments with the speech/language pathologist’s input and support
  • Documents student performance (e.g. tallying data for the speech/language pathologist to use; preparing charts, records, and graphs) and reports this information to the supervising speech/language pathologist
  • Provides a continuum of service to meet IEP goals and objectives (in classroom support, group, one-on-one)
  • Assists with clerical duties such as preparing materials and scheduling students/activities as directed by the supervising speech/language pathologist
  • Accompanies the students from the classroom to the service area and back when necessary
  • Assists with informal documentation as directed by the supervising speech/language pathologist
  • Assists with IEP clerical duties such as scheduling meetings, disseminating notices of meetings, and filing paperwork as directed by the supervising speech/language pathologist
  • Supports the supervising speech/language pathologist in research projects, in-service training, and public relations programs
  • Participates, as requested, in parent conferences, case conferences, or any interdisciplinary team meetings as requested in the presence of the supervising speech/language pathologist
  • Completes daily paperwork (i.e., documents attendance, lessons in plan book, etc.)
  • Assists with departmental operations (scheduling, record-keeping, safety/maintenance of supplies and equipment)
  • Exhibits compliance with regulations, reimbursement requirements, and the speech/language pathology paraprofessional’s job responsibilities
  • Works with confidential special education student information
  • Covers classrooms as necessary
  • Maintains, orders, and organizes inventory of materials in an effective manner
  • Assists in preparation, production, and maintenance of materials and equipment as assigned
  • Develops and implements games and teaching aids
  • Provides initial first aid/emergency care
  • Provides personal assistance to students, including assisting with augmentative equipment, wheelchairs, moving from room to room
  • Assists with standardized and non-standardized testing of students
  • Monitors behavior contracts and reward systems for students
  • Performs Nonviolent Crisis Intervention techniques when appropriate, after training
  • Attends meetings and conferences as required
  • Attends pre-job training, ongoing training, and meetings as required during the school year in order to remain up-to-date on procedures
  • Laminates all materials as needed

Knowledge, Skills, and Abilities:

  • Ability to adapt to changing technologies and to learn functionality of new equipment and systems
  • Ability to communicate effectively verbally and in writing
  • Ability to create, access, input, retrieve, and manipulate information in various software systems
  • Ability to establish and maintain accurate record keeping, document management, and filing systems 
  • Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
  • Ability to follow oral and written instructions
  • Ability to greet and interact with the public in a courteous and professional manner
  • Ability to maintain confidentiality 
  • Ability to manage simultaneous demands and set clear priorities 
  • Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities 
  • Ability to work independently without direct supervision
  • Commitment to the education of students as a primary responsibility
  • Communicates effectively with students and adults in a wide variety of settings
  • Computer proficiency including office productivity applications
  • Considerable knowledge of policies, procedures, and overall district functions
  • Demonstrated ability to manage simultaneous demands and set clear priorities
  • Demonstrated ability to work well with others in a team setting
  • Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness 
  • Demonstrates effective organizational and time management skills
  • Detail-oriented 
  • Energetic, creative, innovative, flexible 
  • Excellent cooperative, collaborative, and problem-solving skills
  • Knowledge of office methods and procedures 
  • Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
  • Promotes a positive climate, culture, and community
  • Strong organizational, interpersonal, written, listening, and verbal communication skills
  • Student-centered and relationship-focused
  • Understanding of data privacy laws and their implications for the educational community
  • Willing to attend technology training (Excent, Augmentative)
  • Willing to attend training related to communication disabilities
  • Willing to attend CO-TOP opportunities and other professional learning related to job
  • Willing to receive on-the-job training specific to student needs (i.e., motor, hearing, vision, augmentative)
  • Willing to be trained to carry out delegated nursing practices
  • Willingness to participate in ongoing training as required

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.

  • The noise level in the work environment may alternate among quiet, moderate, and loud.
  • The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
  • The incumbent is required to work scheduled school/work hours and/or days.
  • The incumbent may be required to work extended school/work hours and/or days as directed.
  • Work is performed in several settings; classroom, small group, individual.
  • The incumbent may experience exposure to fumes and high noise levels associated with classroom environment.
  • The incumbent may experience the threat of direct or indirect personal harm or conflict situations.
  • The incumbent may experience the threat of direct or indirect student life threatening situations (i.e., seizures, heart failure, etc.).

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions

  • Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
  • Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
  • Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
  • Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.
  • This position is very active and may require moving from one location to another in short amounts of time depending on the needs of students.

Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.

Required Qualifications:

First Aid/CPR - American Heart Asc. / Red Cross / Etc., High school graduate -high school diploma or equivalent, Non-Crisis Intervention - Crisis Prevention Institute (CPI)

Preferred Qualifications:

Compensation Range:


Scheduled Weekly Hours:


Hours per Day:

7.5 hour(s) per day

Number of Days per Year:

176 days M-F

Benefits Eligibility:

Full-time - Regular

FLSA Status:

United States of America (Non-Exempt)

How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:

  • A current resume

Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting

Hiring Manager Email:

Application Instructions

Please click on the link below to apply for this position. A new window will open and direct you to apply at our corporate careers page. We look forward to hearing from you!

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