Educational Assistant - Special Education (Significant Needs) - Fox Hollow

Eugene School District 4J; Eugene (OR); On-site; USD 27,000 - 36,000; Part time

Job summary

Eugene School District 4J seeks a part-time Special Educational Assistant to support students under the CL-192 schedule. The role runs Monday through Friday, 7:30 a.m. to 3:00 p.m., with a 0.875 FTE workload across 192 days per full school year.

Focus areas include individualized support, data collection, and collaboration with licensed staff to implement IEPs. The position emphasizes assisting students with disabilities, ensuring mobility and health needs, and helping with instructional

Qualifications

• Meet Highly Qualified status as defined by Oregon state rules.
• Assist with implementing IEPs and behavior plans under licensed staff.
• Document student progress and participate in data collection activities.

Responsibilities

• Provide specialized support to students with disabilities in daily instruction.
• Assist with mobility, personal care, and health-related procedures as needed.
• Support teachers with adapting lessons and accommodations under supervision.
• Monitor and record student progress and behavior per IEP/BSP guidelines.
• Administer medications per district policy when required.

Skills

IEP support

Highly Qualified

Team collaboration

Documentation

Education

Associate degree in Special Education or related field

Two years post-secondary study (72 credits or 48 sem)

High School Diploma or GED

Job description

This is a part-time, .875 FTE/7 hours per day position working on the CL-192 (192 days per full school year) schedule, Mon-Fri, 7:30 a.m. - 3:00 p.m.

Minimum Requirements

Minimum Requirements for the position require you to meet Highly Qualified status, defined by state of Oregon ORS 581-037-0006. You are required to attach documentation to your application to show you meet the Highly Qualified requirement, a resume will not be sufficient. Incomplete applications may not be processed.

Documentation for Highly Qualified status

• Official or Unofficial transcripts with your name, showing 2 years of post-secondary study consisting of 72 quarter credit hours or 48 semester credits. OR
• Obtaining an Associates or higher degree (attach diploma) OR
• Meeting a rigorous standard of testing through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing and mathematics (attach test scores).

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 and complete reports according to district procedures.
17. Maintain an environment that honors the diversity of students in the classroom and promotes the development and advancement of traditionally underrepresented or underserved populations with inclusion and equity.

Education

• Associate degree in Special Education or closely related field preferred; or,
• Completion of at least two years of post‑secondary study consisting of 72 credit hours, 48 semester units (attach transcripts); or,
• High School Diploma or successful passage of the tests for General Education Development (G.E.D.), and demonstration of skill through a formal academic assessment.
• Must earn a District approved Oregon behavioral intervention training certificate, without restrictions, within 6 months of employment and maintain an active certificate thereafter.

Experience

• Two years of experience working in or directly supporting students educational setting.

Other

• Must successfully complete Oregon Department of Education background check.
• Must successfully pass pre‑employment physical capacities exam.

Preferred Qualifications

• Bilingual proficiency and/or multicultural experience

To demonstrate Highly Qualified status as required by OAR 581-037-0006

• Completion of at least two years of post‑secondary study consisting of 72 credit hours, 48 semester units (attach transcripts); OR
• Obtaining an associates or higher degree (attach diploma); OR
• Meeting a rigorous standard of quality and demonstrating, through a formal state, or local academic assessment or para‑educator certificate program, knowledge of and the ability to assist in instructing reading, writing, and mathematics (attach test scores or certificate of completion).

An affirmative action / Equal Opportunity Employer

The Eugene School District 4J does not discriminate on the basis of race, religion, ancestry, color, national origin, gender, age, disability, marital or family status, sexual orientation, gender identity in admission or access to the treatment of employment in its programs and activities as required by state and federal law. If you have any complaints, please contact the HR Department at [phone].

It is the District's policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law.