Job Description:

Turtle Mountain Community Elementary School

DEPARTMENT: Special Education / Elementary Education

REPORTS TO: TMES Principal, Special Education Director, and assigned Special Education teacher

TERM OF EMPLOYMENT: 185-day school term/2026-2027 school calendar year or as determined by the building administrator and district need

LOCATION: Turtle Mountain Elementary School

EVALUATION: As required by NDSCC and Belcourt School District #7 policy

POSITION SENSITIVITY LEVEL: Low Risk

POSITION SUMMARY
The Elementary Special Education Paraprofessional provides direct instructional, behavioral, and personal support to students with disabilities at Turtle Mountain Community Elementary School. Under the direction and supervision of the assigned Special Education teacher and building principal, this position assists with implementing Individual Education Plans (IEPs), supporting student learning and independence, reinforcing social-emotional and adaptive skills, and maintaining a safe and positive educational environment. This position works closely with students in grades PreK-6 who receive special education services, and requires a strong commitment to inclusive practices, student dignity, and the individual needs of each child.

ESSENTIAL DUTIES AND RESPONSIBILITIES
IEP Implementation and Instructional Support
Assist the Special Education teacher in implementing individualized instructional plans and IEP goals for students with disabilities.
Provide direct instructional support to individual students or small groups as directed by the Special Education teacher.
Reinforce skills, strategies, and accommodations outlined in each student's IEP, including academic, communication, behavioral, and adaptive skill goals.
Support students in accessing general education instruction and grade-level content with appropriate accommodations and modifications.
Assist with the preparation of adapted materials, visual supports, assistive devices, and other instructional tools as directed.
Read aloud to students, support literacy development, and assist with adapted academic tasks as directed by the Special Education teacher.
Assist with assigned computer-based learning activities and instructional technology tools aligned to IEP goals.
Support the implementation of research-based instructional strategies and evidence-based practices for students with disabilities.
 
Behavioral and Social-Emotional Support
Implement behavioral support plans, positive behavioral interventions, and strategies outlined in student IEPs and Behavior Intervention Plans (BIPs) under teacher direction.
Use consistent, respectful, and de-escalation-based approaches to support students with behavioral, emotional, and social-emotional challenges.
Reinforce positive behaviors and social skills with students using school-wide and individualized behavior systems.
Assist students in developing self-regulation, coping strategies, and appropriate social interactions.
Monitor student behavior and report concerns, incidents, or changes in student well-being to the Special Education teacher or administrator promptly.
Support students in transitions between classrooms, settings, and activities using predictable routines and structured support.
 
Adaptive, Self-Help, and Personal Care Support
Assist students with adaptive learning needs, self-help skills, and daily living activities as outlined in IEPs and as directed by the Special Education teacher.
Provide personal care assistance (e.g., toileting, hygiene, mobility) with dignity and respect as required by individual student needs and IEP directives.
Assist students with the use of assistive technology, communication devices, and adaptive equipment as specified in IEPs.
Support students in developing increasing independence in self-care, organization, and daily school routines.
Assist with positioning, mobility, and physical support for students with physical or medical needs as directed and within the scope of district training and guidelines.
 
Supervision and Safety
Provide close and attentive supervision of assigned students in the classroom, hallways, cafeteria, playground, and during all transitions.
Maintain a safe, structured, and supportive learning environment for students with disabilities.
Enforce school rules and handbook expectations consistently, using positive and respectful approaches.
Respond calmly and appropriately to student crises, behavioral incidents, and medical or safety concerns, following district protocols.
Maintain awareness of each student's specific medical, behavioral, and safety needs as outlined in IEPs and district protocols.
 
Record Keeping and Communication
Assist the Special Education teacher with maintaining accurate student records, including IEP progress data, attendance, behavioral logs, and other required documentation.
Record student performance data, behavioral observations, and progress monitoring information accurately and consistently as directed.
Complete required forms, data sheets, logs, and reports in a timely and accurate manner.
Maintain strict confidentiality of all student, family, and IEP-related information consistent with FERPA, IDEA, district policy, and applicable law.
Communicate student progress, needs, and observations clearly and respectfully with the supervising Special Education teacher.
Assist in communicating with families as directed by the Special Education teacher or building administrator.
 
Other Duties
Participate in IEP meetings, team meetings, and professional development as assigned or required.
Collaborate respectfully and effectively with Special Education teachers, general education teachers, related service providers, families, and administrators.
Demonstrate consistent punctuality, reliability, professionalism, and positive conduct.
Serve as a positive role model for students in areas of lawfulness, respectful behavior, and moral character.
Support school-wide events, activities, and inclusive practices as assigned.
Perform other duties as assigned by the TMES Principal, Special Education Director, or assigned Special Education teacher.
 
QUALIFICATIONS
Must possess or be eligible to obtain a Paraprofessional Certificate from the North Dakota Department of Public Instruction (NDDPI).
Minimum of an Associate's Degree in Arts, Science, Education, Human Services, or a related field, or a minimum of 48 college credits. A Bachelor's degree is preferred.
Experience working with children with disabilities, special needs, or diverse learning needs in an educational or care setting is strongly preferred.
Knowledge of special education laws, IEP processes, disability categories, and evidence-based practices for supporting students with disabilities (IDEA knowledge preferred).
Ability to implement IEP goals, behavioral support plans, and instructional accommodations and modifications under teacher direction.
Experience with or knowledge of positive behavioral support strategies, de-escalation techniques, and trauma-informed care practices.
Ability to assist students with adaptive, self-help, and personal care needs with dignity and respect.
Knowledge of and ability to support the use of assistive technology, augmentative communication devices, and adaptive equipment.
Strong interpersonal and communication skills; ability to work collaboratively with Special Education teachers, general education staff, related service providers, families, and administrators.
Ability to follow detailed oral and written instructions from Special Education teachers and building administration.
Strong organizational skills; ability to collect data, maintain accurate records, and follow IEP documentation requirements.
Proficiency with basic computer applications including email, web browsers, and educational software platforms (e.g., Microsoft Office, Google Suite).
Ability to maintain strict confidentiality and exercise sound professional judgment in sensitive situations.
Experience with culturally responsive practices and working with Native American students and families is preferred.
Training or experience in crisis intervention, CPI, restraint prevention, or safety-based behavioral support is preferred.
Must pass a background check and meet all district employment requirements.
Valid driver's license preferred.

RANGE OF SALARY: Based on the current Belcourt School District #7 S1/S2 Salary Schedule