Job: Para-educator-Special Educ EBC-Secondary

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Posted: 07/17/2017

Job Reference #: 2016-1317

Job Description


Job Number:2016-1317

Para-educator-Special Educ EBC-Secondary
Health Sciences & Human Services High School

FTE: 0.000
Hours Per Day: 6.50
Position Type: Continuing

Start Time:
End Time:

Salary: $16.98 - $18.57

Closing Date: Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
this date.

Additional Information: 2 positions open

Para Educator Secondary (High School) Inclusive Ed. Experience working with
students with behavioral and emotional disabilities preferred.

JOB TITLE: PARAEDUCATOR, SPECIAL EDUCATION - EMOTIONAL BEHAVIOR CENTER (EBC)

GROUP: Teamsters III - Paraeducator LEVEL: 13

FLSA STATUS
: Non-exempt



WORK DAYS PER FISCAL YEAR
: 180 HOLIDAYS: 11 or 12 dependent on school start date

SUMMARY: The job of Paraeducator - Special Education - EBC is done for the purpose of providing support to
the instructional program within the assigned classroom with specific responsibility for assisting in the
supervision, care and instruction of students with behavioral and emotional problems. The EBC Paraeducator
assists in implementing plans for instruction; monitors student behavior during non-classroom time; provides
information to appropriate school personnel; and attends team meetings.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in
the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the
community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline
Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
organizational practices:

* Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
* Results-focused professional learning and collaboration. Investing in our people so they continuously fine-

tune their craft and grow in their profession.
* Strong partnerships with families and community. Schools can’t do it alone. We are better when students,

families, community and educators work hand-in-hand.
* A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,

excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

* Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher for
the purpose of supporting and reinforcing individual student objectives.

* Administers tests, homework, and make-up work for the purpose of supporting teachers in the classroom.
* Attends meetings and in-service presentations (e.g. first aid, CPR, emergency procedures, etc.) for the

purpose of acquiring and/or conveying information relative to job functions.
* Communicates with supervising instructional staff, professional support personnel, for the purpose of

assisting in evaluating progress and/or implementing IEP objectives.
* Records student data as prescribed by the assigned teacher for the purpose of tracking student progress on

IEP goals, behavior plans or aversive intervention plans.
* Implements, under the supervision of assigned teacher, social skills instruction, behavior plans and aversive

intervention plans designed by IEP team for students with behavior disorders or other special conditions for
the purpose of improving and/or reinforcing learning concepts.

JOB DESCRIPTION: PARAEDUCATOR, SPECIAL EDUCATION - EMOTIONAL BEHAVIOR CENTER (EBC)

* Uses defined team-prescribed vocabulary with students for the purpose of reinforcing appropriate social
skills language, behavior and skills generalization.

* Maintains and produces instructional materials and/or manual and electronic files/records for the purpose
of ensuring availability of items and/or meeting mandated requirements.

* Monitors students during assigned periods within a variety of school environments (e.g. rest rooms,
playgrounds, hallways, bus loading zones, cafeteria, parking lots, etc.) for the purpose of maintaining a safe
and positive learning environment.

* Provides, under the supervision of assigned teacher, instruction to students in a variety of individual and
group activities (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of reinforcing
instructional objectives, implementing IEP plans, and ensuring students' success in school.

* Assists students with physical needs (e.g. lifting from a wheelchair, transporting, toileting, catheterization,
feeding/tube feeding, etc.) for the purpose of ensuring that students’ most basic needs are met while at
school.

Other Functions
* Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning

of the work unit.

MINIMUM QUALIFICATION
EDUCATION AND EXPERIENCE:
AA degree or
High school diploma (or equivalent) and 72 college credits or
High school diploma (or equivalent) and successful completion of an approved paraeducator assessment test

PREFERRED QUALIFICATIONS::
One year of experience working with Special Education students preferred

CONDITION OF EMPLOYMENT:
Pass a post hire, pre-employment physical assessment test
Criminal background clearance
Paraeducator competencies 1-6; 7-11 & 13; 12 & 14 within 90 days of hire
First Aid and CPR Certification within 90 days of hire and maintain certification
Crisis Prevention Intervention certification; annual renewal of CPI certification required

KNOWLEDGE OF:
Principles and practices of Para-education
Principles and practices of special education
Principles and practices of student safe behavior
Conflict resolution techniques
Positive behavior intervention techniques
Safe physical restraint (CPI) techniques
Assigned subject areas such as reading, English, and math
Developmental and physical disabilities
Modern office equipment
Microcomputers and related software
Simple record keeping and report preparation
General health care and social services
Working with families
School board policies and procedures

ABILITY TO:
Adapt to changing work priorities
Remain calm in tense situations
Work with constant interruptions

JOB DESCRIPTION: PARAEDUCATOR, SPECIAL EDUCATION - EMOTIONAL BEHAVIOR CENTER (EBC)

Assist in the instruction of special education
Communicate effectively verbally and in writing
Attend to detail and follow tasks through to completion
Organize work, problem solve and select action plans
Maintain effective working relationships with individuals and groups in a multicultural and diverse community
Remain flexible to changes in assignments or situations
Operate a variety of modern office equipment including microcomputers and related software
Work as part of a team
Provide instructional assistance
Monitor student behavior
Accurately maintain records and prepare reports
Maintain strict confidentiality
Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Reports to Building Principal or designee

EVALUATION: This position will be evaluated by the Principal or designee based on performance of duties and
responsibilities.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations may be made
to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee frequently will stand and walk and use hands for repetitive
grasping. The employee is occasionally required to sit, bend at neck and back, use hands for pushing and pulling
and for fine manipulation; squat, kneel, climb stairs or ladders, reach overhead, lift overhead, knee stand,
lift/carry and push/pull. The employee must constantly lift/carry up to 10 pounds and must frequently lift /carry
up to 20 pounds. The employee will occasionally lift/carry a maximum of 52 lbs. The employee is occasionally
required to push a maximum weight of 32 pounds and pull maximum weight of 31 pounds. Anything over the
weight limits should be done as a two-person lift or with a mechanical lift.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an
employee encounters while performing the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee regularly works in indoor conditions and regularly works
near video display. The employee occasionally be exposed to outside weather conditions. The noise level in the
work environment is usually moderate. The employee is required to properly wear any personal protection
equipment supplied by the District.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot
include, and are not intended to include, every possible activity and task performed by every specific employee.

CLASSIFICATION HISTORY
Updated to add EEOC statement, 2017.03.07
Updated Superintendent’s statement, 2014.10.14
Revised education requirement language per suggestion of union business representative and agreement of district, 2014.02.03
Transferred to newest format by Human Resources, 2013.12.26
Revised by Human Resources to add district introduction, 2013.09.24
Updated by Human Resources, 2013/09
Revised by Human Resources with suggested changes from Special Services Department, 2013/05
Revised by Human Resources, 04/2009
Nash & Company, Para Educator - Special Education, 09/2004
Revised by Human Resources, changed from Special Education Paraprofessional to Special Education Para-Educator, 12/1995
Revised by E.A. Walsh and Company, 06/1991 prepared by E.A. Walsh and Company, 04/1989

JOB DESCRIPTION: PARAEDUCATOR, SPECIAL EDUCATION - EMOTIONAL BEHAVIOR CENTER (EBC)

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate
in admission, access, treatment, or employment in education programs or hiring practices on the basis of race,
creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital
status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical
disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all
students who are interested in participating in educational programs and/or extracurricular activities. Any
person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative
Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121,
titleixofficer@highlineschools.org; Civil Rights Act: Executive Director of Student Support and Family
Engagement, 206.631.3100, 206.631.3100, civilrightscoordinator@highlineschools.org; Section 504 of the
Rehabilitation Act- Director of Health and Social Services, 206.631.3011, 504coordinator@highlineschools.org

\tCLASSIFICATION HISTORY

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