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Paraeducator, Positive Behavior Support Assistant - PL2106

Employer
Kent School District
Location
Kent, WA, US
Salary
Competitive

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This position is 6 hours/9 months

Panther Lake Elementary School is located in Kent at 10200 SE 216th Street. In September 2009 Panther Lake opened its brand-new building located approximately 1 mile south of our previous location. This 57,000 square foot building is the new prototype for elementary schools in the Kent School District and is considered to be among the most state of the art schools in Kent and Washington with regard to technology resources, equipment and opportunities for students, as well as for its timeless and environmentally friendly design. There is a traditional heterogeneous grouping of 690-700 children in grades K-6. The service area consists of approximately 58% single-family residents and 42% apartment dwelling residents. A strong history of community is present at Panther Lake and is enhanced by the rich diversity of our children and families where 80% of our student body represent diverse race/ethnicity groups. Our core academic program is supported and enhanced by an Integrated Program Resource Room, an Adaptive Support Center for our most impacted Special Needs Students, a Title I Reading and Math Program, a Learning Assistance Program (LAP) for math and reading, an English Language Learner (ELL) Program, and full-day kindergarten. To learn more about our school and new building, please visit our website .

ADDITIONAL INFORMATION: This position is part of the KAP bargaining unit and funded by a grant (Title).

All KAP applicants are required to show proof of 72 college level credits, an AA degree (or higher), or passed the Para Professional Assessment. If an applicant is in need of testing, they can still apply, and if they are the finalist candidate they will need to pass the Para Professional before being hired into the role.

ASSIGNMENT: The purpose of this position is to support Panther Lake's Positive Behavioral Interventions and Supports (PBIS) initiative. This position will work closely with principals, teachers, specialists and other Behavior Support Team members in supporting students. This position will 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.
  • Be visible and proactive to positively engage with students during breakfast, lunch, and recess.
  • Identified first responder for students in need of support.
  • Facilitate a small group working with a focus on social/emotional learning.
  • Work closely with the behavior team consisting of the principals, teachers, specialists and parents 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.
  • Perform other duties as assigned.
QUALIFICATIONS:
  • High school diploma or equivalent and 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 formal state or local academic assessments, knowledge of and ability to assist in the development and planning of educational programs for students with physical/emotional/behavioral challenges.
  • 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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