Flagstaff Unified School District #1

Special Education
PARAPROFESSIONAL (Specialized Programs, Grades K-12)
(Multiple Positions)
2025-2026 School Year

Paraprofessionals are an essential part of the education system. They work in both elementary and secondary school settings, along with preschool programs. A paraprofessional is an educational worker who performs many duties both individually with students and organizationally in the classroom. They work closely with teachers and program specialists on classroom lessons or activities, or one-on-one with students who have special needs or disabilities.

At Flagstaff Unified School District, we are a team of educators who are passionate about inspiring our 9000+ students and will provide all students with a high-quality education through diverse pathways to foster success in college, career, citizenship, and life. Through expert instruction, collaboration and creativity we provide our students with the critical skills and competencies to become critical thinkers, resilient and empathetic learners and leaders, and impactful citizens of our world.

FUSD is a dynamic organization with a strong commitment to living out our purpose and continuously improving.
We seek to ensure that all students, regardless of external factors, have access to the champions and enriching experiences essential to promote academic and personal development.

Exceptional staff are the soul of our schools. We know that it takes a nurturing spirit and excellent skills of caring professionals to inspire our students and evoke those magical learning moments.

Position Title: Special Education Paraprofessional (Specialized Programs, Grades K-12)
Department/Section: District School Sites, Grades K-12
Supervisor: Building Principal and Executive Director, Student Services and Educational Excellence

Posting Specific Detail

Pay Grade: Paraprofessional Tier 3 (Specialized Program) Grade 51: $19.50 to $20.25

Schedule: 30.50 - 33 hours per week; Monday - Friday. Daily hours to be determined with assignment.

Benefits: Positions of 30 hours/week or more qualify for full FUSD retirement and insurance benefits.

Summary of Function
The paraprofessional provides assistance both to teachers and students in the learning environment. Including assisting teachers and program specialists in the classroom, supervising students within the classroom, field trips, playground and other activities in which the students may participate. Provide administrative support as needed. *Specialized Program Paraprofessionals provide support to students with more severe behaviors or conditions involving eating/feeding, grooming, dressing, use of assistive/devices, mobility, toileting, transfers, and positioning.

Qualifications

High School Diploma or GED is required.
NCLB (No Child Left Behind) qualification is required, which includes one of the following:
- 60 post-secondary hours of college coursework; or
- AA degree; or
- Passing of Arizona Department of Education Paraprofessional Test (The FUSD Family Resource Center administers the ParaPro Assessment. Please call 928.774.1103 for more information and to schedule a testing time.)
Proof of First Aid/CPR Certification is required. Must meet American Heart Association/Heart Saver guidelines. Must be approved by AHCCCS Provider Enrollment. Online classes not accepted.

IMPORTANT: FUSD may consider and hire candidates who do not yet meet the NCLB and/or First Aid/CPR requirements. However, you will be hired as a substitute parapro in a temporary/non-benefit status, paid at $17.85/hour (effective 1/01/2025), until you complete and show proof of meeting the NCLB and/or First Aid/CPR requirements. Once the requirements are met, the employee is responsible for ensuring that a copy of NCLB and/or First Aid/CPR documentation is provided to the Exceptional Student Services Department. At that time, you will become eligible for benefits (if working 30 hours/week or more), and your pay will be revised to reflect the hourly rate for the position for which you have been hired.

Prior experience working with children is preferred.
Some assignments may require Crisis Prevention Intervention training (provided by district staff).
Applicants must be capable of physically assisting students with special needs as required.

Duties and Responsibilities

Support students with disabilities in general education or specialized program setting.
Assist in the implementation of the Individual Education Plan (IEP) for the student(s), and monitoring the progress of their assigned student(s).
Assist in the educational and social development of students under the direction and guidance of the program specialist and classroom teachers.
Provide support for individual student(s) inside and outside the classroom to enable them to fully participate in activities.
Work with other professionals, such as speech therapist, social worker, occupational and physical therapists.
Assist classroom teachers with maintaining student records.
Support students with emotional or behavioral concerns and assist them in developing appropriate social skills.
Oversee independent/guided practices and follow drills and prescribed activities to ascertain the application of concepts and skills as determined by the teacher.
Some assignments may require assistance with Activities of Daily Living (ADL), including eating/feeding, grooming, dressing, use of assistive/devices, mobility, toileting, transfers and positioning. Individuals not interested in these assignments need to discuss at time of interview.
Assist in the preparation of student work.
Assist classroom teachers with copying items to support the student(s).

FUSD Specialized Programs

All specialized programs are tailored to meet the needs of each individual student. They are designed to provide a safe environment where some students stay most of the day, and others may come and go while spending time in general education. Parapros are assigned to all classrooms.

Cromer Elementary School

Students with significant emotional and behavior disabilities. Designed to provide positive behavior support and behavior interventions in a structured environment.
?Behavior Support (K-2)Behavior Support (3-5) - Students with significant emotional and behavior disabilities. Designed to provide positive behavior support and behavior interventions in a structured environment.
Elementary TIA (Turning It Around) - Students with severe emotional and behavior disabilities. Designed to provide positive behavior support and behavior interventions in a structured environment.

Knoles Elementary School

Beacon K-5 (2 classrooms) - Designed primarily for students with autism. Provides behavior, academic, sensory, and communication supports in a structured environment.

Marshall Elementary School

Cross Categorical (K-2) - Students with mild-moderate cognitive ability, sensory, and communication needs. Designed to provide specialized instruction and behavior interventions in a structured environment.
Cross Categorical (3-5) - Students with mild-moderate cognitive ability, sensory, and communication needs. Designed to provide specialized instruction and behavior interventions in a structured environment.

Sinagua Middle School

Cross Categorical I (1 classroom) - Students with multiple disabilities which could include; significant medical, sensory, Autism, communication, and cognitive needs. Designed to provide specialized instruction and behavior interventions in a structured environment.
Cross Categorical II (2 classrooms) - Students with mild-moderate cognitive ability, sensory, and communication needs. Designed to provide specialized instruction and behavior interventions in a structured environment.

Mount Elden Middle School

Behavior Support - Students with significant emotional and behavior disabilities. Designed to provide positive behavior support and behavior interventions in a structured environment.
TIA (Turning It Around) - Students with severe emotional and behavior disabilities. Designed to provide positive behavior support and behavior interventions in a structured environment.

Coconino High School

Behavior Support - Students with significant emotional and behavior disabilities. Designed to provide positive behavior support and behavior interventions in a structured environment.
Anchor - Students with moderate to severe, sensory, communication, and cognitive needs. Designed to work with augmentative communication devices and assistive technology, and behavior interventions in a structured environment.
Cross Categorical - Students with mild-moderate cognitive ability, sensory, and communication needs. Designed to provide specialized instruction and behavior interventions in a structured environment.

Flagstaff High School

Sensory Communication - Students with multiple disabilities which could include; significant medical, sensory, communication, and cognitive needs. Designed to provide specialized instruction and behavior interventions in a structured environment.
Cross Categorical - Students with mild-moderate cognitive ability, sensory, and communication needs. Designed to provide specialized instruction and behavior interventions in a structured environment.
Bridges - Designed primarily for students with emotional disabilities and students with autism. Provides positive behavior and academic support in a structured environment.
TIA (Turning It Around) - Students with severe emotional and behavior disabilities. Designed to provide positive behavior support and behavior interventions in a structured environment.

Working Conditions

Indoor – Classroom environment. Outdoor – All weather conditions and temperatures. Playground environment. Contact with public, employees, children and parents. Exposure to noise, dusts, gas and fumes.

Physical Requirements

Work involves the performance of duties where physical exertion and movement is required to perform the aspects of the job. Assistance is available as required to perform physically demanding tasks. Work involves sitting and moving for extended periods of time, requires moving from one location to another, reaching, bending, holding and grasping objects. Verbal communication ability required.

Equipment, Aids, Tools and Materials

Uses office equipment which includes but is not limited to: computers, video projectors, white boards, and office or instructional equipment. FUSD recognizes ever-changing development of technology but expects all staff to keep abreast of changing technology opportunities and use tools and devices provided to them.

Mental Tasks

Communicate verbally and in writing. Read. Analyze and evaluate data and reports. Develop, implement and evaluate plans. Manage own office and work environment. Promote learning and ensure safety. Perform functions from written and oral instruction and from observing and listening to others.

Thank you for your interest in the Flagstaff Unified School District. Please submit a complete application. Education information must be included in the application. Complete work history needed for proper placement on the salary schedule. If this information is not complete, your application will be returned. All applicants (including current district employees) must submit a complete online application.

Current Internal candidates, please contact Human Resources @ HR@fusd1.org for hourly rate information. Years of service and grade movement (up or down) will be considered.

All employees are subject to a criminal background check. The Flagstaff Unified School District is committed to a policy of nondiscrimination in relation to race, color, religion, gender expression, sexual orientation, military status, age, national origin, or disability. Offers of employment, contingent upon funding.

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