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Form of workBend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.
Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.
Temporary positions may be concluded prior to the end date.
Under the supervision of the Student Success Coordinator/Clinician and site administrator, the Student Success EA (SSEA) will support the implementation of a school-based, multi-tiered intervention program that provides academic, social, and emotional support, as well as help implement individualized student plans. The SSEA will support students who have experienced significant mental health challenges, are recovering from physical ailments, and/or have missed extensive amounts of school. The SSEA may assist students struggling with complex, often trauma-induced, behavioral health challenges and assist them with reintegration into the general education setting. The employee works on a daily basis with students that may have challenging behaviors and who require special attention to meet their unique needs.
ESSENTIAL JOB FUNCTIONS:
- Assists Student Success Coordinator/Clinician for the purpose of implementing individualized Student Success plans.
- Provides students with additional practice on identified skill areas.
- Adapts classroom environment/lessons under the direction of the teacher or school staff.
- Under the supervision of the Coordinator/Clinician, prepares instructional materials and operates instructional equipment.
- Assists the SSA Coordinator/Clinician in the development of materials for the individualized Student Success plans.
- Assists in monitoring the daily school routines of a small group and/or individual low functioning student.
- Communicates and collaborates with the Student Success coordinator/clinician, school staff, and behavior coaches about student issues that may arise in response to the individualized Student Success plan implementation.
- Provides short-term direct instruction to students as indicated by the individualized Student Success plan and under the supervision of the Student Success Clinician/Coordinator.
- Supports and coaches students in classrooms to ensure that individual Student Success plans are being successful in supporting positive student behavior
- Utilize district approved de-escalation and physical intervention techniques when needed.
- May assist with implementing individualized education plan (IEP).
- Assists with record keeping to monitor students' daily and monthly data on progress.
- Follows the assigned daily schedule.
- Fulfills other related duties as assigned.
- Fulfills performance standards identified in the evaluation process as required by the position.
- Fulfills working conditions and physical effort listed below.
WORKING CONDITIONS:
The employee works with small groups of students and on a one-to-one basis who may be currently experiencing physical or mental obstacles, learning disabled, emotionally disturbed and/or culturally different. Supervision responsibilities require the employee to be able to stand for up to 30 consecutive minutes and move rapidly to intervene in situations where a student's safety is being jeopardized. The supervision may also occur during times of inclement weather. The employee is frequently required to lift those students who are physically disabled or unable or unwilling to assist in toileting or other activities. The lifting requirements may include students weighing up to 50 pounds.
KNOWLEDGE, SKILLS AND ABILITIES:
- Trauma-Informed Practices, Restorative Practices, and Collaborative Problem Solving, and how to help create and maintain a supportive and welcoming environment for students
- Student behavior and methods to help develop skills
- Safety practices.
- Ability to work, coach and communicate with other adults regarding student behaviors
- General knowledge of core content subjects
Possess the physical ability to regularly attend work and fulfill the essential functions of the position, with or without reasonable accommodation.
- Read, understand and carry out oral and written instructions.
- Learn the operation of telephones, computers, and other equipment used in the work, as required by the position.
- Train and supervise student helpers.
- Communicate clearly and appropriately in speech and in writing in accordance with educational standards.
- Promote the success of Student Success classrooms and the students served by these programs.
- Maintain a patient, positive, persistent attitude and a warm, accepting personality toward all students.
- Ability to learn how to deal with bodily fluid spills.
- Adhere to the district requirements for a drug-free workplace.
- Abide by confidentiality requirements.
- Provide academic support
- May be required to be trained on crisis prevention and de-escalation
EDUCATION AND EXPERIENCE:
At least two years of related college education, an AA degree, or meet the Highly Qualified requirements by passing the
Paraprofessional Assessment Exam with a score of 455 or higher
The position requires general knowledge of technical procedures. Knowledge of School District practices or policies is necessary. Job proficiency can be acquired in twelve to twenty-four months.
CERTIFICATION AND LICENSING:
NCLB (No Child Left Behind) Paraprofessional qualifications for positions at sites that are designated as Title I School- wide programs.
The statements herein reflect general details as necessary to describe the principle functions of the job, the level of knowledge and skills typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work and physical
requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work or otherwise to balance the workload.
