Description Provide supplemental instructional support to eligible students. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. • Deliver interventions to students based on the instructional plans developed by the Title I Teacher and/or the General Education Teacher. Interventions may include support in the form of small group and/or individualized instruction, tutoring, guided practice, or other techniques, as guided by the teacher. • Report back to the Title I Teacher and/or General Education Teacher on the outcomes of the interventions conducted by keeping daily student outcome reports • Administer assessments and screeners that will contribute to the teachers' decisions in regard to: -Determining eligibility for entry into the Title I program -Creating appropriate interventions -Progress-monitoring -Exiting students from the Title I program • May attend parent/teacher conferences as needed to support the teacher in communicating with parents about student performance, behavior, or other topics. • Maintain student files as requested and required by the needs of federal, state, and local guidelines to track student progress. Maintain the confidentiality of student records and student information. • Maintain activity logs and time and effort documentation that comply with regulatory requirements • Maintain constant communication with Title I Teachers and General Education Teachers regarding the progress of and concerns about Title I students • May serve as an active member of teams such as RTI team, data team, PBS team, school improvement team, etc. • Assist the teacher in communicating and upholding behavior and conduct expectations found in the school-wide behavior management plan; assist in maintaining a safe and secure environment in the classroom. • Other duties as assigned. Requirements Complete at least two years of study at an accredited institution of higher education (equal to 60 semester hours); or • Obtain an associate's degree (or higher) from an accredited institution; or meet a rigorous standard of quality and demonstrate, through passage of an approved formal state academic assessment in the following areas: • Knowledge of, and the ability to assist in, instructing reading, writing, and mathematics; or Knowledge of, and the ability to assist in, instructing reading readiness, writing readiness, and mathematics readiness, as appropriate. The State Board of Education approved the following formal assessments by which a paraprofessional may choose to demonstrate this knowledge: • Basic Skills Examination MTTC - A passing score of at least 480 on the evidence-based reading and writing section of the SAT and 530 on the mathematics section in lieu of the Basic Skills Test or Professional • Readiness Exam • ETS Parapro Assessment - A passing score of 460 is required While no longer available, the following assessments would also provide qualification: WorkKeys®-Required Scores: • Reading for Information – 4; and Applied Mathematics – 4; and Writing – 3 (Business Writing was NOT approved) DESIRED QUALIFICATIONS • Evidence of successful experience in student and parent relations as evidenced through prior experience in personal or professional settings. • Demonstrated proficiency in an instructional support capacity, as acquired through prior experience in tutoring, teaching or similar work experience. • Willingness to learn • Flexible • Knowledge of and the ability to assist in instructing reading, writing, and mathematics as appropriate