Educational Assistant, Special Education (Significant Needs ) - Chávez Elementary

Eugene School District 4J (dba Lane County School District) (OR); Eugene (OR); On-site; USD 21,000 - 32,000; Part time

Job summary

Eugene School District 4J (dba Lane County School District) (OR) is seeking a part-time Special Education Assistant to support students with significant needs under IEPs, 7 hours per day (0.875 FTE), Monday through Friday on the CL-196 schedule.

You will work under licensed teachers to assist with mobility, behavior plans, health tasks, data collection, and personalized supports to help students engage in learning while ensuring safety.

Qualifications

• Must meet Highly Qualified status per Oregon ORS 581-037-0006.
• Ability to closely follow written and verbal directions.
• Patience, flexibility, and teamwork are essential.
• Experience supporting IEPs and behavioral plans is preferred.

Responsibilities

• Coordinate with teachers to plan, develop and adapt daily instructional lessons and goals.
• Provide daily on-time physical support for students using wheelchairs.
• Assist with wheelchair transfers and use of standers or other equipment.
• Provide feeding support per established protocols as directed by specialists.
• Assist in student transportation when needed for 1:1 support.
• Interpret and implement IEPs, BSPs, and other protocols under licensed staff guidance.
• Support implementation of AAC and communication plans with certified teachers.”],
• CoT_job_summary_short
• COMPANY NAME: Eugene School District 4J (dba Lane County School District) (OR)KEY POINTS: Part-time Special Education Assistant, IEP/BSP support, Oregon State requirements
• job_summary_short
• <p>Eugene School District 4J (dba Lane County School District) (OR) is seeking a part-time Special Education Assistant to support students with significant needs under IEPs, 7 hours per day (0.875 FTE), Monday through Friday on the CL-196 schedule.</p><p>You will work under licensed teachers to assist with mobility, behavior plans, health tasks, data collection, and personalized supports to help students engage in learning while ensuring safety.</p>
• contract_type
• parttime
• location_type
• on site
• remote_scope
• null
• perks
• []
• stated_min
• null
• stated_max
• null
• stated_absolute
• null
• salary_estimation_cot
• Part-time Special Education Assistant in Oregon: 1,372 annual hours; market estimates around $21k–$32k gross per year.
• estimated_low
• 21000
• estimated_medium
• 26000
• estimated_high
• 32000
• currency
• USD
• frequency
• yearly
• bonus
• null
• tax
• gross
• application_email
• null
• job_end_date
• null
• contact_person
• null
• hiring_department_name
• Special Education Department

Skills

Patience

Teamwork

Communication

Following directions

Data collection

Education

Highly Qualified status per Oregon ORS 581-037-0006

Tools

AAC devices

Google Drive

Spreadsheets

Job description

This is a part-time 7 hours/ .875 FTE per day position working on the CL-196 (196 days per full school year) schedule, Mon-Fri.

Minimum Requirements for the position require you to meet Highly Qualified status, defined by the state of Oregon, ORS 581-037-0006. You are required to attach documentation to your application to show you meet the Highly Qualified requirement. For details about requirements for Highly Qualified, please see the Minimum Requirements below. Incomplete applications may not be processed.

The purpose of this position is to provide support to an individual student, a group of students, or a student-focused program where students need a high level of specialized support, modifications, highly intensive and frequent interventions, and/or other identified accommodations in order to engage in the learning environment. Incumbents in this classification support the implementation of Individual Education Programs (IEPs) and individual behavior programs. The position may assist licensed teachers, licensed specialists and other service providers in planning, implementing, and supporting educational and behavioral management programs. May be assigned to monitor student progress and mastery of social, behavioral and academic skills by means of daily or periodic data collection, assessments, and evaluations.

Distinguishing Characteristics

This class of Special Educational Assistant is distinguished from other Special Educational Assistant classes by the adaptation of student instruction and supports to meet the specialized needs of students with significant disability related impact and the responsibilities involved in providing for their behavioral and physical needs.

Supervisory Relationships

This position is supervised by a School Principal. Regional and department lead programs may be supervised by a Special Education Administrator or Director. This position will receive direction and task assignments from licensed employees.

This position does not supervise others, however, may provide task-level direction to interns, and volunteers.

Essential Duties and Responsibilities

The below list of job duties and responsibilities is not exclusive nor exhaustive. Employees in this position may perform some or all of the following tasks. Other duties may be assigned.

1. Coordinate and collaborate with teachers, supervisors, and other colleagues to plan, develop and/or adapt and implement daily instructional lessons and earning goals. May also be assigned to support specialist identified therapies, and support routines and activities, which may include any specific delegated health care needs as defined by the Individual Education Plan (IEP) and/or medical or behavior support plans.
2. Provide daily on-time physical support for students who use wheelchairs or experience other mobility issues. Safely assist students to travel to and from their buses or other types of transportation needed during daily transitions.
3. Assist with wheelchair transfers and use of standers or other specialized equipment, under the direction and training of specialists and the teacher.
4. Provide feeding support per an established feeding protocol (at the direction of a feeding team or under the direction of the specialist).
5. Assist in student transportation when needed, typically for students needing access to 1:1 support (medical or behavioral).
6. Successfully complete and maintain state-mandated training for medical and behavioral supports (e.g. Safety Care, Behavior Support Plans, CPR First Aid, Medication Administration, and others as assigned). Attend annual professional development and complete assigned mandatory annual training.
7. Interpret and implement Individualized Educational Plans (IEPs), Behavioral Support Plans (BSPs), and other specialized protocols, health plans, or supports, within the guidelines set by the licensed teacher or specialist.
8. Support the implementation of individualized communication plans, including the use of augmentative & adaptive communication devices (AAC), with the support of and under the direction of the certified teacher and specialists.
9. May be assigned to work with students experiencing trauma, emotional, mental health, and associated behavioral needs.
10. Supervises and supports students in a variety of activities and areas including, resource centers, playgrounds, cafeterias, designated bus and car loading and unloading areas, field trips, hallways, and other areas where students may gather.
11. Assists with toileting students who are incontinent or who require assistance with catheterization. May support physical transfers and provide other personal care needs, including diapering, as necessary.
12. Administer medications within the scope of District policies and state and federal laws including, but not limited to, diabetes management and insulin administration using an insulin pen or a non-needle injection system.
13. Assist students to brush teeth, wash hands, comb hair, and perform other functions of personal hygiene.
14. Assist with and support the adaptation of physical education programs based on student abilities. May supervise students in preparation for physical education and monitor activities so that safety precautions are upheld, and behavior is managed.
15. Performs a variety of clerical tasks in support of and preparation for the educational process as well as duties involving instructional assistance to the teacher using either standardized lessons, content prepared by the teacher, or lessons prepared by the assistant under the supervision and approval of the teacher.
16. Provide assistance and support for team members and projects as needed.
17. Maintains positive and effective working relationships with department staff, students, school personnel, and community members from diverse cultures or backgrounds.
18. Maintains regular, prompt, and predictable attendance.
19. Performs other duties as assigned.

1. Ability to comprehend and closely follow written and verbal directions provided by classroom and building leadership.
2. Ability to self-regulate and respond with a positive demeanor while working with students, staff administrators, teachers, specialists, and transportation staff generally and during stressful situations.
3. Must be able to demonstrate patience, flexibility, and be team-oriented.
4. Ability to listen and respond appropriately when engaged with others, including students.
5. Ability to interpret and apply broad policies and procedures across a variety of situations.
6. Must be able to consistently make sound decisions that support classroom operations and student well-being on a day-to-day basis and during emergency situations.
7. Effectively work with students and staff in dynamic and high-stress environments.
8. Ability to problem solve using effective verbal and written communication skills.
9. Knowledge and understanding of how to establish and maintain appropriate professional boundaries with parents, colleagues, and other building staff who may ask confidential questions.
10. Willingness to adhere to all district state and federal policies established to maintain appropriate lines of communication.
11. Ability to clearly and effectively communicate with the teacher and administration regarding practices and student wellness in a timely manner.
12. Ability to effectively interpret, track and manage daily data that will assist with progress monitoring and other behavioral data collection.
13. Knowledge and understanding of strategies to differentiate practices dependent on circumstances and student needs.
14. Knowledge of word processing, Google Drive, and spreadsheets. Ability to access, enter, and retrieve data from computers and databases.
15. Knowledge of modern office procedures, techniques, and office management skills.
16. Ability to utilize correct grammar, punctuation, spelling, and basic math skills to compile data