Educational Assistant, Student

Educational Assistant, Student Specific

REYNOLDS SD 7 MARGARET SCOTT ELEMENTARY - Portland, Oregon Open in Google Maps

Starting Date: Immediately

Job Title:Special Education – Educational Assistant

Department:Special Education (Locations:
Resource, Life Skills, Functional Life Skills, Structured Therapeutic Educational Program, Community Transition Program, includes Student Specific (1:1) positions)
Classification:Classified, IIC
Reports to:Principal and Teacher(s) Assigned
Schedule:7.5 hours per day /26-27 Educational Assistant Calendar

Job Summary: Provide instructional assistance to students under the direct supervision of a certified teacher. Assist in preparing, conducting, and managing of classroom activities. Assist students by providing help with educational, health, or language needs (depending on the assignment). Support inclusion of students with disabilities to access general education settings and peers.

Essential Job Functions:

• Assist the teacher in the instruction and support of students at varying levels of need.
• Instruct students in groups or individually.
• Assist the teacher in monitoring and documenting the progress of students.
• Provide input to the teacher on planning lessons and evaluating results.
• Perform other tasks to assist the teacher, such as grading papers, preparing teaching materials.
• If you have bilingual skills, duties may include providing oral and/or written interpretation and translation for students and their families.
• If you are assigned a student with special needs, duties may include providing for students' personal care needs (i.e. transitions, sensory breaks, wheelchair transition, bathroom needs, recording medical and personal care needs, physical movement and lifting of students.)
• Participates actively in the process of collecting specific data related to students’ behaviors and contributes to the development of students’ behavior support plans through sharing data and observations.
• Implements social skills instruction and behavior intervention plans specially designed by the teacher and behavior support staff utilizing crisis prevention and intervention strategies including, when necessary, the use of safe restraint or seclusion techniques.
• Utilizes district approved de-escalation and physical intervention techniques when needed in both specialized and general education classroom settings and in non-instructional locations within and around the school environment.
• Provides input into the development of individualized sensory plans for students; supports students’ development of self- regulation ability through the skillful use of sensory tools; guides students to interact with tools to decrease behavioral escalation intensity and frequency.
• Communicates with students during instruction and interpersonal interaction using language structure, tone and body language that promotes positive student behavior, conflict resolution and problem solving, effective management of power struggles and applies proactive strategies for management of escalating behavior.
• Builds students’ ability to communicate through consistent use of communication methods, implementing them with fidelity as instructed by the speech/language pathologist and classroom teacher.
• Meets students' physical, communication, and instructional needs by using adaptive equipment and technology.
• Performs health tasks and implements individualized protocols, as delegated by the medical staff and assigned by the classroom teacher.
• Wears protective gear as directed by the classroom teacher, behavior consultant, and/or administrator.
• For students with special…