Note: This posting has been extended. If you have already applied, you do not need to submit another application.

This position is 6 hours per day, 9 months per year.

Scenic Hill Elementary serves students in Kindergarten - 6 th grade. Currently the school serves approximately 600 students with approximately 87% of the student population receiving free and reduced lunch. The student population is diverse, with 41 languages spoken by students at home. Currently 43% of the students are served by the building's ELL program, and 11 % of those students are L1 students based upon WLPT test data. Hispanic students represent the highest demographic population comprising 36% of the total student population. Of the total Scenic Hill student population, 14% are served in special education.

Located above the business district on Kent's East Hill, Scenic Hill Elementary was opened in 1961 and is still housed in its original location. The campus was constructed originally as a single building campus, as the population has increased, additions have been added to the original structure. A new wing was added in 1991, and more recently a library and flexible use room were built. Portable classrooms have been added to support population growth as well. Construction on a new cafeteria and covered play area began in summer, 2011.

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

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 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.

REQUIRED QUALIFICATIONS:

1. 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.)
2. 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.

PREFERRED QUALIFICATIONS:

• 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.