Paraprofessional Job Description Templates 2025

If you’re hiring a paraprofessional, start with a clear, compliant template you can customize in minutes.

A paraprofessional (also called a paraeducator, teacher aide, or instructional assistant) is a school-based support role that assists certified teachers with instruction, behavior, supervision, and IEP-aligned services under defined supervision.

The best paraprofessional job description names the setting (general ed, special ed, behavior/ABA, bilingual/ESL), clarifies boundaries, and lists required credentials. Use the templates and checklists below to publish a posting that’s both accurate and attractive to candidates. Then apply the onboarding, KPI, and compliance sections to keep your hire successful.

What is a Paraprofessional? (Clear Definition + Role Overview)

A paraprofessional is a trained school staff member who supports certified teachers by providing instructional, behavioral, and student care assistance. This support is typically in small groups or 1:1 and under the teacher’s supervision.

The role can include accommodations, data collection, and supervision during transitions, lunch, or recess. In special education, paraprofessionals deliver IEP-aligned support such as prompting, mobility assistance, or personal care as authorized.

Titles vary by district—paraeducator, instructional assistant, teacher aide—but the supervision requirement and scope boundaries remain consistent. For hiring, define the population served, required training, and reporting structure to reduce risk and improve fit.

Paraprofessionals are essential to inclusion and access to learning. They extend the teacher’s reach, reinforce instruction, and help maintain safe, supportive classrooms.

For example, a para may:

• Run a teacher-designed reading group.
• Implement a behavior support plan.
• Log progress toward IEP goals.
• Supervise the bus loop.

Frame your paraprofessional job description around your service model (push-in, pull-out, resource, self-contained) to set daily expectations. A clear scope also reduces burnout and turnover.

Copy-and-Paste Paraprofessional Job Description Templates

If you need a posting today, copy a template below and customize the grade band, program type, schedule, and pay. Each template includes responsibilities, qualifications, and boundaries you can tailor to your district.

Before you post, verify state paraprofessional requirements (ESSA/Title I), any district licensure, and training (e.g., CPI/MANDT, First Aid/CPR). Aligning the posting to these standards improves candidate quality and speeds approvals.

To customize quickly:

1. Choose the closest template (general, special education, behavior/ABA, bilingual/ESL, or non-instructional aide).
2. Add grade band, student population, and service model (push-in/pull-out).
3. Insert pay range, schedule, union unit, and application steps.
4. Confirm credentials required by your state and Title I status.

Template: General Education Paraprofessional

Job Title: Paraprofessional (Paraeducator/Instructional Assistant) – General Education

Reports To: Classroom Teacher; building administrator (overall)

Summary: The General Education Paraprofessional supports classroom instruction, supervises students, and assists with accommodations and classroom routines under the direction of a licensed teacher. This role helps maintain a safe, inclusive learning environment and supports small-group and 1:1 learning.

Key Responsibilities:

• Support teacher-directed small-group and 1:1 instruction; reinforce lessons and accommodations.
• Supervise students during arrival/dismissal, transitions, lunch, and recess; ensure safety.
• Prepare materials, organize learning centers, and assist with classroom technology.
• Collect simple data (attendance, participation, task completion) and share with the teacher.
• Implement classroom behavior expectations and use positive supports as trained.
• Communicate professionally with teachers and staff; maintain confidentiality (FERPA).

Qualifications:

• High school diploma or equivalent required; associate degree, 48 college credits, or passing a state-approved paraprofessional assessment (per ESSA/Title I) preferred/required if assigned to Title I programs.
• Experience working with children or in educational settings preferred.
• Ability to follow teacher plans and implement accommodations with fidelity.
• Basic proficiency with educational software and devices; willingness to learn.
• Current First Aid/CPR (or obtained within 60 days) preferred.

Schedule & Pay:

• School-year position; hours aligned to student day with occasional meetings or PD.
• Non-exempt/hourly; overtime per FLSA as applicable.
• Pay range based on district scale, experience, and credentials; union placement if applicable.

Template: Special Education Paraprofessional

Job Title: Special Education Paraprofessional (Instructional Assistant)

Reports To: Special Education Teacher/Case Manager; building administrator

Summary: The Special Education Paraprofessional provides IEP-aligned instructional, behavioral, and personal care support under the direction of a licensed special education teacher. The role may include assisting with mobility, feeding, hygiene, and assistive technology, consistent with training and authorization.

Key Responsibilities:

• Implement teacher-designed accommodations, modifications, and IEP goals in small groups and 1:1.
• Assist with personal care (e.g., toileting, hygiene, feeding) and mobility transfers as trained.
• Support assistive technology use (AAC devices, communication boards, visual schedules).
• Collect data on IEP goals/behavior plans and communicate observations to the SPED team.
• Use de-escalation strategies; follow behavior intervention plans (BIPs) as trained.
• Collaborate with related service providers (SLP, OT, PT) under teacher guidance.

Qualifications:

• Meets ESSA/Title I paraprofessional standards (associate degree, 48 credits, or state-approved assessment such as ETS ParaPro, as required by assignment and state).
• Experience with students with disabilities preferred; familiarity with IDEA/IEPs.
• Training in safe student handling, infection control, and confidentiality (FERPA).
• First Aid/CPR; behavior safety training (e.g., CPI/MANDT/OIS) preferred or required by program.
• Ability to lift/transfer up to [district standard] with proper technique/equipment.

Schedule & Pay:

• School-year position; may include ESY/summer services as assigned.
• Non-exempt/hourly; differential for intensive needs or specialized programs may apply.
• Pay range based on district scale, credentials, and assignment intensity; union placement if applicable.

Template: Behavior/ABA Paraprofessional

Job Title: Behavior/ABA Paraprofessional (Registered Behavior Technician preferred)

Reports To: Special Education Teacher/BCBA; building administrator

Summary: The Behavior/ABA Paraprofessional implements behavior intervention plans and skill acquisition programs designed by a teacher/BCBA. The role includes data collection, reinforcement procedures, and crisis prevention within a safe, trauma-informed framework.

Key Responsibilities:

• Implement ABA-based teaching strategies and BIPs as designed and supervised.
• Collect continuous behavior and skill acquisition data; report promptly to the team.
• Use positive behavior supports and de-escalation; follow crisis response protocols as trained.
• Prepare and maintain visual supports, token systems, and structured environments.
• Support generalization of skills across settings (classroom, transitions, community).
• Collaborate with teachers, BCBA, and related staff; maintain strict confidentiality.

Qualifications:

• Meets ESSA/Title I paraprofessional standards as required by assignment/state.
• RBT credential preferred or willingness to obtain within [X] months if program requires.
• Training in CPI/MANDT/OIS or district-approved crisis prevention required or obtained on hire.
• Experience with behavior support or ABA in school settings preferred.
• First Aid/CPR; knowledge of data collection tools and basic graphing.

Schedule & Pay:

• School-year position; may include ESY or after-school programming.
• Non-exempt/hourly; potential stipend/differential for ABA or intensive assignments.
• Pay range based on district scale, credentials (e.g., RBT), and program intensity.

Template: Bilingual/ESL Paraprofessional

Job Title: Bilingual/ESL Paraprofessional (Instructional Assistant)

Reports To: ESL/EL Teacher/Coordinator; building administrator

Summary: The Bilingual/ESL Paraprofessional supports English Learners (ELs) by reinforcing language objectives, providing native-language supports, and facilitating family communication under the direction of certified ESL staff.

Key Responsibilities:

• Support small-group/1:1 instruction aligned to language development standards (e.g., WIDA/ELD).
• Provide linguistic scaffolds, vocabulary previews, and visual supports as directed.
• Assist with translation/interpretation for routine school communications (non-legal contexts).
• Help students access content with teacher-designed accommodations and edtech tools.
• Monitor progress and participation; share observations with ESL and classroom teachers.
• Build culturally responsive connections with students and families.

Qualifications:

• Proficiency in English and [target language]; literacy in both preferred.
• Meets ESSA/Title I paraprofessional standards as required by assignment/state.
• Experience supporting ELs; familiarity with ESL strategies and culturally responsive practices.
• Basic edtech skills (learning management systems, translation tools, accessibility features).
• First Aid/CPR preferred; maintains FERPA confidentiality.

Schedule & Pay:

• School-year position; occasional evening events for family engagement may occur.
• Non-exempt/hourly; pay based on district scale, language proficiency, and credentials.
• Union placement if applicable.

Template: Non-Instructional Aide (Playground/Bus/Lunch) — When to Use vs. Paraprofessional

Job Title: Non-Instructional Aide (Playground/Bus/Lunch)

Reports To: Building administrator or designee

Summary: The Non-Instructional Aide supervises students to ensure safety during non-classroom times and assists with routines such as arrival/dismissal, cafeteria, hallways, and playground. This role does not provide instructional or IEP services.

Key Responsibilities:

• Monitor student safety and behavior during lunch, recess, hallways, and bus areas.
• Enforce school rules; use positive behavior supports and clear routines.
• Communicate incidents and concerns to administrators/teachers promptly.
• Assist with traffic flow, line-ups, and equipment setup/cleanup.
• Respond to minor incidents and refer significant issues per school protocol.

Qualifications:

• High school diploma or equivalent preferred.
• Experience working with children in group settings.
• First Aid/CPR preferred; ability to stand/walk outdoors in varied weather.

When to use this posting: Choose a Non-Instructional Aide when the role does not include instructional tasks or IEP services. Use a paraprofessional job description when the role supports instruction, IEPs, or teacher-directed accommodations.

Paraprofessional Duties and Responsibilities

A strong paraprofessional job description lists core tasks clearly so candidates can self-assess quickly. Duties vary by grade, program, and service model. Group your list by instructional support, supervision, SPED/IEP support, and behavior.

Think in terms of daily rhythms. A “day in the life” includes arrival routines, small-group work, data collection, and safe transitions. Use the lists below as your baseline and add program-specific items.

When you customize, align tasks to your instructional model and any IEP/BIP requirements. Keep verbs actionable (support, implement, collect, supervise) and specify settings where relevant (classroom, hallways, playground). Note any tools or data systems you expect the para to use. This approach sets clear expectations and improves candidate fit from the outset.

Instructional Support (small-group, 1:1, accommodations)

• Reinforce teacher-delivered instruction in small groups or 1:1.
• Implement accommodations (visuals, read-aloud, chunking, preferential seating).
• Pre-teach/re-teach vocabulary and concepts with teacher-provided materials.
• Support formative checks (exit tickets, observation notes) and task completion.
• Set up and operate classroom technology (devices, LMS, assessment tools).
• Prepare and organize materials, centers, and manipulatives.

Student Supervision and Safety (recess, lunch, transitions)

• Supervise students during arrival/dismissal, hallways, cafeteria, and playground.
• Enforce safety expectations and school rules; monitor ratios and sightlines.
• Respond to minor injuries and refer per First Aid/CPR training and school protocols.
• Escort students to related services and specials; maintain timely transitions.
• Monitor bus loading/unloading and crosswalk areas as assigned.
• Report incidents and complete required documentation promptly.

Special Education Support (IEP-aligned assistance, hygiene, mobility)

• Provide IEP-aligned supports: prompting, scribing, note-taking, and AT facilitation.
• Assist with personal care (toileting, feeding, hygiene) as trained and authorized.
• Support mobility and positioning with safe transfers and equipment use.
• Collect and chart data toward IEP goals; communicate observations to the team.
• Prepare visual schedules and AAC supports; maintain devices as directed.
• Coordinate with SLP/OT/PT for carryover of strategies under teacher supervision.

Behavior Support and De-escalation

• Implement behavior intervention plans with fidelity; use reinforcement strategies.
• Monitor antecedents/triggers; apply preventative classroom strategies.
• Use de-escalation techniques per CPI/MANDT/OIS training; maintain safety.
• Document behavior data (frequency, duration, ABC notes) as directed.
• Support restorative practices and re-entry routines after incidents.
• Seek assistance when safety is at risk; follow crisis protocols without improvisation.

What Paraprofessionals Should Not Do (Role Boundaries)

Clear boundaries protect students, staff, and districts. Paraprofessionals work under the supervision of licensed teachers and do not independently design instruction or make evaluation decisions.

Your paraprofessional job description should name restricted tasks and identify when specific authorization or training is required. Use the list below in both the JD and onboarding.

Unacceptable or Restricted Tasks (medical procedures, unsupervised instruction, evaluation decisions)

• Provide unsupervised instruction that replaces a certified teacher or therapist.
• Design or change IEP goals, BIPs, accommodations, or instructional plans.
• Conduct formal evaluations, interpret test results, or determine student placement.
• Perform medical procedures (medication administration, tube feeding, catheterization) without explicit authorization, training, and nurse delegation per state law.
• Use physical restraint without current training and administrator authorization; apply only district-approved methods in imminent risk situations per policy.
• Share student information with unauthorized individuals; violate FERPA confidentiality.

Qualifications, Certifications, and Training

Hiring criteria should balance legal compliance and practical readiness. At minimum, align to ESSA/Title I paraprofessional standards when the role is funded by Title I or the state/district requires it.

Then add training aligned to your population (e.g., CPI for behavior, feeding protocols for intensive needs). State requirements vary—build a simple compliance checklist into your posting.

For clarity, break requirements into education/ESSA pathways, exams/licensure, safety and behavior training, and background/health checks. Name exactly which pathways your district accepts and whether completion is required on hire or within a defined window. This precision reduces back-and-forth with candidates and helps principals screen consistently.

Use the checklists below to finalize your JD quickly.

Minimum Education and ESSA/Title I Standards (Associate degree or credit-hour alternatives)

• ESSA/Title I: For paraprofessionals in Title I schools/programs, districts must ensure one of the following: associate degree (or higher), completion of at least 2 years of study (typically 48 semester credits), or passing a state-approved paraprofessional assessment that demonstrates knowledge of reading, writing, and math instruction.
• Districts may extend these standards to all paraprofessional roles for consistency and quality.
• Action step: State in the JD which pathway you accept (degree, credits, assessment) and whether it’s required on hire or within a grace period.
• Takeaway: Align your requirements to Title I and state rules to avoid compliance gaps.

Exams and Licensure (e.g., ETS ParaPro, state credentials)

• Many states/districts accept the ETS ParaPro Assessment as the testing alternative; others approve state-developed exams or require registration/licensure for paras.
• Some roles (SPED/behavior) require additional endorsements or district-level authorizations.
• How to verify quickly:
• Check your state department of education for approved paraprofessional assessments/licensure.
• Confirm whether Title I funding applies and triggers ESSA standards.
• Note any bilingual, ABA/RBT, or SPED-specific add-ons required by your district.
• Takeaway: Name the exact exam/license you accept (e.g., ETS ParaPro or state alternative) and the timeline to obtain it.

Safety & Behavior Training (e.g., CPI/MANDT/OIS) and First Aid/CPR

• Crisis prevention/de-escalation: CPI, MANDT, OIS (or your state-approved equivalent) for behavior support and safe intervention.
• First Aid/CPR and infection control: Especially for elementary and SPED assignments.
• Lifting/transfer training and feeding protocols: For mobility and personal care tasks.
• Assistive technology basics: AAC, communication systems, visual supports.
• Takeaway: Indicate which trainings are required on hire versus within 30–60 days.

Background Checks and Health Clearances

• State and federal background check and fingerprinting per district policy.
• TB test or health clearance where required by state/local regulations.
• Mandatory reporter acknowledgment and annual policy attestations.
• Takeaway: List these in the JD and send candidates a pre-hire compliance checklist.

Reporting Structure and Collaboration

Governance clarity prevents scope creep. Paraprofessionals report to a certified teacher for daily direction and to a building administrator for employment matters.

In SPED, the case manager or special education teacher is the primary supervisor for IEP-related tasks. Make this explicit so paras know whom to ask when priorities conflict.

Collaboration is frequent and time-bound. Paras coordinate with classroom teachers, related service providers, and sometimes families for handoffs and clarity—not to make independent decisions.

Provide short, structured touchpoints (daily check-ins, weekly huddles) to align on plans and data. This rhythm supports fidelity to instruction and consistent student support.

Who Paraprofessionals Report To (teacher, case manager, principal)

• Daily instruction and IEP direction: Classroom teacher or SPED case manager.
• Employment matters and evaluations: Building administrator/designee.
• Safety and crisis escalation: Administrator on duty per school protocols.
• Takeaway: Include this reporting chain in the JD and review during onboarding.

Working with Teachers, Therapists, and Families

• Follow teacher/therapist plans; seek clarification before making changes.
• Share observations and data succinctly and factually.
• Participate in scheduled team meetings; maintain confidentiality at all times.
• Support family communication by relaying messages through teachers as directed.

Compensation, Schedule, and Employment Terms

Transparency attracts candidates and reduces renegotiation later. Provide a range, note factors that influence placement, and specify schedule patterns (student day, bus duty, ESY).

Most paraprofessionals are FLSA non-exempt and eligible for overtime. This requires clear recording of hours. Spell out union placement and link to the current agreement when applicable to answer common questions upfront.

Typical Pay Ranges and Factors (district, union, SPED intensity, credentials)

• Pay is typically set on a classified/para salary schedule; placement varies with experience, credentials (e.g., degree, ParaPro, RBT), and assignment intensity (SPED/behavior differentials).
• Regional variation is significant; districts often reference BLS/NCES data, neighboring districts, and union agreements to set ranges.
• Methodology note: Publish a range anchored to your current board-approved schedule and explain differentials and stipends clearly.
• Takeaway: Avoid quoting a single figure; provide a range with factors (credential, assignment, union step).

Schedules (school-year, ESY/summer, bus/playground duty)

• Most roles follow the student day with added minutes for setup, supervision, or PD.
• Some positions include early/late bus duty, arrival/dismissal, or recess/lunch assignments.
• ESY/summer school opportunities may be offered based on student needs and funding.
• Takeaway: List exact hours, additional duties, and summer options in the posting.

Benefits and Union Considerations (non-exempt/overtime basics)

• Benefits eligibility (health, dental, retirement) varies by hours/FTE and union contract.
• Non-exempt status: Overtime requires prior approval and accurate timekeeping.
• Union membership or bargaining unit placement often governs pay progression and leave.
• Takeaway: Include union unit and link to negotiated agreement where applicable.

Tools and Skills

Spell out the interpersonal and technical skills that predict success. Paras need patience and clarity as much as they need basic edtech and assistive technology familiarity.

Target skills shorten your screening process and help candidates self-select. List both soft skills and tools so applicants can recognize a fit quickly.

Soft Skills (communication, patience, organization, collaboration)

• Clear, professional communication with students and adults.
• Patience, empathy, and culturally responsive practices.
• Organization, reliability, and attention to detail in data and routines.
• Teamwork and coachability; openness to feedback and training.
• Calm presence and problem-solving under pressure.
• Growth mindset and confidentiality.

Educational Software and Assistive Technology

• LMS and classroom tools: Google Workspace or Microsoft 365, Seesaw, Canvas/Schoology.
• Assessment/reading/math platforms: i-Ready, MAP, Amplify, Lexia, Khan Academy.
• Accessibility features: Read&Write, speech-to-text, screen readers, captioning.
• Assistive technology: AAC devices (e.g., Proloquo/TouchChat), visual schedules, timers.
• Behavior/ABA tools: Token systems, data collection apps approved by the district.
• Takeaway: Name district tools in your JD to attract ready-to-go candidates.

Compliance and Student Privacy

Compliance underpins trust and safety. Paraprofessionals deliver services designed by licensed professionals and must protect student privacy at all times.

Reference IDEA/IEP alignment and FERPA in your JD and onboarding materials to set unambiguous expectations. Reinforce these standards in training and early check-ins.

IEP/IDEA-Aligned Support and Documentation

• Deliver only those services authorized in the IEP and assigned by the teacher/case manager.
• Document services and data as trained; avoid subjective language in notes.
• Maintain fidelity to accommodations and BIPs; raise concerns through the team.
• Takeaway: Tie daily tasks to IDEA and the student’s IEP to ensure legal compliance.

Confidentiality (FERPA) and Mandatory Reporting Basics

• Keep student records and observations confidential under FERPA.
• Share information only with staff who have a legitimate educational interest.
• Know mandatory reporting obligations for suspected abuse/neglect and follow district procedures.
• Takeaway: Include annual FERPA and mandatory reporting training for all paras.

Interview Questions, Evaluation Rubric, and KPIs

Structured interviewing and clear KPIs improve hiring quality and retention. Align questions to real tasks—data collection, de-escalation, collaboration—and evaluate answers for safety, fidelity, and communication.

Then observe consistently in the first 90 days. Use the checklist to coach and document progress.

Behavioral Interview Questions (with what good answers include)

• Describe a time you supported a student who was frustrated. What did you do?
  What good answers include: Prevention, calm tone, visual supports, de-escalation steps, and timely handoff if risk escalated.
• How do you follow a teacher’s plan while working 1:1?
  Good: References fidelity, prompting hierarchy, data collection, and asking for clarification.
• Tell us about using data to adjust support.
  Good: Simple, objective data (frequency/duration), sharing with the team, following changes in plan.
• How would you handle a confidentiality dilemma?
  Good: Names FERPA, limits disclosure, seeks supervisor guidance.
• What’s your approach to personal care tasks you’re learning for the first time?
  Good: Training-first mindset, following protocols, requesting demonstration and supervision.
• How do you support ELs or students using AAC?
  Good: Visuals, wait time, modeling, consistent device use per plan.

Role KPIs and Observation Checklist

• Instructional fidelity: Implements teacher plans and accommodations accurately.
• Behavior support: Uses preventative strategies; follows BIP and de-escalation protocols.
• Safety and supervision: Maintains ratios, scan patterns, and timely transitions.
• Data quality: Objective, complete, on-time logs for IEP/behavior goals.
• Collaboration: Professional communication; attends check-ins; follows direction.
• Student rapport and dignity: Respectful language; promotes independence and inclusion.

Observation checklist (quick walk-through prompts):

• Is the para following the plan and prompting hierarchy?
• Are materials/AT ready and in use as intended?
• Are supervision sightlines and positioning safe?
• Is data captured accurately during/after the task?

Onboarding Plan: First 30/60/90 Days

Early structure builds confidence and consistency. Use a simple 30/60/90 plan to cover compliance, skills, and role rhythms.

Pair new hires with a mentor para or lead teacher and schedule brief weekly check-ins. Document progress against KPIs to reinforce expectations.

Milestones, Training, and Mentorship Touchpoints

• Days 1–30: 1) Complete HR onboarding, FERPA, mandatory reporting, and safety trainings (First Aid/CPR; CPI/MANDT if required).
  2) Review JD, reporting structure, and student plans (IEP/BIP) with the supervising teacher.
  3) Shadow routines; begin data collection with feedback; set weekly check-in schedule.
• Days 31–60: 1) Demonstrate independent implementation of accommodations and data entry.
  2) Complete any remaining program-specific training (AT, feeding, lifting).
  3) Midpoint observation with feedback using the KPI checklist; set two growth goals.
• Days 61–90: 1) Show consistent fidelity to plans; handle typical de-escalation steps safely.
  2) Cross-train on alternate routines (bus duty, recess, pull-out support).
  3) 90-day review with supervisor; document progress and next PD steps.

FAQs

Is a paraprofessional the same as a teacher assistant or instructional aide?

In most districts, yes—these titles are used interchangeably for a supervised support role. “Paraprofessional,” “paraeducator,” “instructional assistant,” and “teacher aide” typically share duties and supervision under a teacher.

Your JD should note local title conventions but keep the scope and supervision clear.

Do paraprofessionals need the ParaPro exam or state licensure?

It depends on your state and funding. Under ESSA, paraprofessionals in Title I programs must meet standards via degree, college credits, or a state-approved assessment (often ETS ParaPro).

Some states or districts require licensure or registration for all paras. Verify with your state department of education and state-approved tests.

Can paraprofessionals perform medical or restraint tasks?

Only with proper training, authorization, and delegation where required by law. Medical procedures (e.g., medication administration, tube feeding) typically require nurse delegation and specific training.

Physical restraint is restricted to imminent safety risk and must follow district-approved methods (e.g., CPI/MANDT/OIS) with current certification.

How do duties differ by grade band or program type?

Elementary roles emphasize routines, supervision, and foundational literacy/numeracy supports. Middle/high school roles add content-specific supports, class transitions, and lab/specialty settings.

SPED/behavior programs may include personal care, AT/AAC, and de-escalation with greater data demands. Bilingual/ESL roles focus on language scaffolds and family liaison tasks.

What schedule and overtime rules typically apply?

Most paraprofessionals are non-exempt/hourly under FLSA, track time, and receive overtime with prior approval. Schedules align to the student day with additional minutes for supervision or PD.

Some roles include ESY/summer assignments. Spell out exact hours, duty periods, and any differentials or stipends in your posting.

Author’s note on compliance and sources: This guide aligns to widely recognized standards and guidance, including ESSA/Title I paraprofessional qualifications, IDEA/IEP service delivery expectations, FERPA privacy rules, ETS ParaPro testing as a common assessment, and district-approved crisis prevention programs such as CPI/MANDT/OIS.

For compensation, districts typically reference BLS SOC 25-9040/25-9042 (teacher assistants), NCES, regional comparables, and union agreements; always publish your board-approved range and factors.