Intervention Team Assistant 7.5hr/9mo - IE2007

Administration Building, Kent, Washington

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Date Posted June 24, 2020
Industry K-12: Public Schools
Specialty Not Specified
Certification Needed
Job Status Part-time
Salary Not Specified


Provisions Governing the Professional and Technical Salary Schedule per Collective Bargaining Agreement
  • Criteria for Initial Placement on the Schedule Initial placement shall be made by Human Resources on Step 1 unless employee has previous experience in a Washington school district; then, years of experience credit will be considered for placement.
  • Advancement All professional and technical employees will move incrementally over one salary schedule step each year. Step advances are only made once a year effective September 1. To be eligible for such step advancement, an employee must have been in the position by January 31 of the previous school.
ASSIGNMENT: This non-represented position supports specific teachers, specialists and students in high-needs special education programs. This position will work specifically with the management of students with significant behavior disabilities; and the management of severely physically impaired /medically fragile involved students, including the use of assistive technology or other specialized skills to support disabled students.
  1. Assess the needs of specific students and assist with the development of intervention behavior plans for students with a combination of physical and severe emotional disabilities.
  2. Work with teams consisting of special education teachers, occupational therapists, physical therapists, speech-language pathologists and psychologists to determine appropriate intervention strategies for severely disabled students.
  3. Travel from building to building to work with instructional teams on the design and implementation of learning and behavior plans for high-needs students with specific emotional and physical disabilities.
  4. Utilize multiple forms of data collection to monitor student behavior progress and provide reports to behavior management teams.
  5. Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community.
  6. Experience working with a diverse student population and the specific school demographics preferred.
  7. Demonstrate appropriate, legal techniques and aversive interventions to teachers and paraeducators to better manage severe behavior issues. Model behavior expectations for students.
  8. Demonstrate to the classroom instructional staff the implementation of a variety of communication systems for individual student needs.
  9. Work with security officers to diffuse volatile situations arising from student behavior.
  10. Carry out and assist in modifying individual student plans as needed.
  11. Care for the upkeep of specialized equipment used by the students in the classroom and with occupational/physical therapist or speech and language pathologist.
  12. Carry out activities with students as trained and directed by the physical therapist, occupational therapist and/or speech and language pathologist.
  13. Collaborate with the teacher to adapt classroom assignments so that the student may participate in classroom activities as fully as possible.
  14. Perform other duties as assigned.
  1. High school diploma or equivalent
  2. Two years of study at an institution of higher learning; or an associate’s or higher degree; or has met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment, knowledge of and ability to assist in the development and planning of educational programs for severely disabled students.
  3. Ability to acquire and maintain a CPR/First Aid card (within the first 30 days of employment.)
PREFERRED QUALIFICATIONS: Must demonstrate a successful level of knowledge, skills and abilities listed:
  1. Experience working with and managing students with severe special needs including students who have significant physical/emotional/behavioral limitations.
  2. Skills in conflict resolution.
  3. Skill in analyzing data and assisting in determining the course of action based on data.
  4. Ability and willingness to travel to various sites throughout the district.
  5. Ability to work effectively in a team situation with a variety of people with various leadership styles.
  6. Ability to use and teach others how to use various technologies to assist in the educational programs of disabled students.
  7. Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community.
  8. Experience working with a diverse student population and the specific school demographics.
  9. Ability to successfully complete, maintain and employ CPI training.
  10. Ability to exercise sound, independent judgment, including handling of confidential matters.
  11. Ability to keep work organized, set appropriate priorities and carry out duties effectively and efficiently.
  12. Ability to communicate clearly and concisely, with courtesy and respect.
  13. Ability to be flexible and to adapt to changes in plans or activities on short notice.
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