||January 14, 2020
||K-12: Public Schools
Glenridge Elementary School opened its doors with great expectations on August 28, 1996. Guided by a caring staff and supportive parents, our vision of excellence is realized through a strong partnership between home and school and is sustained by a commitment to high academic standards for all of our students. Supporting a diverse student population, Glenridge is known for its incorporation of the arts and emphasis on collaboration. The Glenridge staff is dedicated to incorporating research–based best instructional practices with a focus on critical thinking. These elements, along with a strong technology component enhance our educational approach. Come, join our voyage. Ah, the places we’ll go!
ADDITIONAL INFORMATION: This position is part of the KAP bargaining unit and funded by a grant (Title/LAP).
ASSIGNMENT: The purpose of this position is to support and manage specific students with behavior challenges requiring more intervention as identified by the Behavior Support Team at the assigned building. This position will work closely with principals, teachers, specialists and other Behavior Support Team members in supporting and managing students with tiered behavior and social intervention issues. This position will use assistive technology to track behavioral data, meeting with the behavior team and communicating student progress. The responsibilities will be to:
- Support and manage the development of tiered intervention behavior plans for students with behavior needs as identified by the building behavior team.
- Assist and support the overall academic learning needs of identified students to increase their success in the classroom setting and improve adequate yearly progress as measured by state standards.
- Work closely with the behavior team consisting of the principals, teachers, specialists and parents at the assigned building to implement behavior plans for students demonstrating a need for more intensive behavioral support.
- Utilize multiple forms of academic and behavior data collection to monitor student behavior progress and provide reports to behavior management teams.
- Model behavior expectations for students.
- Carry out and assist in modifying individual plans as needed.
- Carry out behavior support activities with identified students as trained and directed by the teacher and/or specialist.
- Collaborate with the teacher to adapt classroom assignments so that the student may participate in classroom activities as fully as possible.
- Perform other duties as assigned.
- AA degree, 72 quarter-hour college credits, OR ParaPro Assessment with a score of 461 or higher. (Transcripts or proof of parapro score must on file to be considered for an interview.)
- Proof of High School completion. Copy of diploma or transcripts must be on file at start of employment. College transcripts that specifically state completion of high school will be accepted in lieu of high school diploma.
- Experience working with students with special learning needs including students who have physical/emotional/behavioral limitations within a tiered support system.
- Experience in managing students with emotional behavioral needs.
- Skills in managing conflict resolution.
- Skills in taking data and assisting in determining the course of action based on the data.
- Ability to work effectively in a team situation.
- Ability to plan collaboratively with a variety of people.
- Ability to work under the direction of multiple people with various leadership styles.
- Ability to use and teach others how to use various technologies to assist in the educational programs of students.
- Ability to acquire and maintain a CPR/First Aid card (within the first 30 days of employment).
- Ability to work independently, and to independently learn operations, procedures, processes, and use of equipment, especially computers.
- Ability to exercised sound, independent judgment, including handling of confidential matters.
- Ability to keep work organized and carry out duties effectively and efficiently, including the ability to appropriately set priorities.
- Ability to communicate clearly and concisely, with courtesy and respect.
- Ability to be flexible and to adapt to changes in plans or activities on short notice.
- Must have a valid Washington State driver’s license.
WORKING CONDITIONS: The employee is assigned from Inclusive Education Services to a building. Building assignments may change from year to year. The work requires significant data management and reporting. The employee may be exposed to infectious diseases. Regular attendance at the job is required.
WORKING RELATIONSHIPS: Works closely with the Behavior Intervention team. Works closely with principals, teachers and certificated specialists. Interacts daily with students, school staff, and to a limited degree with parents. Interacts with district program staff. May interact with school bus drivers and representatives from community programs.
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