Structured Learning Center (SLC)

Serve students who have significant behavior needs in a self-contained classroom and as they are included in General Education environment. Students may have limited interpersonal skills or other emotional difficulties.

Supported Communications Programs (SCP)

Serve students who have high functioning autism/Asperger’s syndrome or related disabilities with significant social communication, organizational, sensory needs and a variety of learning opportunities as they are included in the General Education environment.

Structured Communications Center (SCC)

Serve students who have an autism spectrum disorder or related disabilities with significant communication, organizational and sensory needs.

Intensive Academic Classroom (IAC)/Developmental Skills (elementary/middle)/Transition Skills (secondary)

Serving a continuum of students with intellectual disabilities to students with multiple disabilities in a self-contained environment. Students receive physical and/or occupational therapy for their gross and/or fine motor deficits. Students require support as they access General Education opportunities. Students have adaptive needs. The Transition Skills program prepares students for adulthood by teaching skills such as cooking, budgeting, bus riding, and providing work experience.

Supported Kindergarten

Serving kindergarten aged students who need more help than they would receive in a general education classroom.

Early Childhood Special Education

Children ages three to five may be served in a variety of program models. Children receive individualized educational programs in small class settings for communication, motor skills, cognition, self-help and/or social skills.

Fair Labor Standards Act Status: Non-Exempt

We appreciate your interest in employment with Vancouver Public Schools (VPS). All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation. Unfortunately, due to the number of applications received, not all applicants will receive an interview.

Résumés should include education, relevant experience (including current position), and skills which highlight the qualifications of the position to which a person is applying.

All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their degree, education or credits, experience, training, etc., as it relates to qualifications described on job postings.

Failure to submit a full application package will result in disqualification.

External applicants must include official transcripts to confirm education or ETS ParaPro Assessment results with application.

Qualifications:

• Documentation verifying a high school diploma or GED AND

• One of the following: official transcripts verifying an Associate's degree (90 quarter, 60 semester) OR 72 quarter or 48 semester credits from an accredited university, college, community college, or business school; OR ETS ParaPro Assessment result of 455 or higher. Click here https://www.pesb.wa.gov/paraeducator-certificate-program/current-paraeducators/minimum-employment-requirements/washington-ets-parapro-resources/ to view ParaPro Assessment information.

• One year of related experience working with children in an educational setting preferred

• Successful experience as part of an educational team preferred

• Experience which demonstrates excellent interpersonal skills and skills in working effectively in a team environment, providing support to achieve the desired goal(s) for the classroom and/or program area

• Possess excellent problem solving, analytical, and conflict resolution skills and ability to think quickly

• Experience working with children with moderate to severe disabilities preferred

Knowledge, Skills, and Abilities:

• Ability to effectively communicate with and appreciate individuals from diverse, socio-economic backgrounds

• Ability to act upon evasive and aggressive behavior of students

• Ability to attend mandatory training on the weekends and successfully pass the district CPI, de-escalation/physical restraint training

• Ability to learn and use a computer monitor, keyboard, and appropriate adaptive technologies

• Ability to successfully implement educational programs and manage student behavior with direction from the teacher

• Ability to be flexible with assigned tasks and schedules

• Ability to maintain confidentiality

• Ability to develop relationships and supportive roles with children who possess mental or physical disabilities

Other Requirements:

• Ability to lift, move, physically restrain a child of the size required by the job

• Ability to independently and safely escort students around the school building, grounds, and in the community

• Ability to observe the behavior of students, both visually and by listening and to communicate those observations with other appropriate service providers

• Regular attendance to carry out the duties and responsibilities of the position to achieve program requirements

Essential Functions:

• Treat co-workers, supervisors, students, parents and others with dignity and respect at all times

• Serve as a positive role model for students, and practices the behaviors that are expected of our students

• Work in a flexible and cooperative manner

• Work as a team member to assist the teacher in implementing and evaluating goals and objectives on individual student IEPs

• Participate in team meetings as appropriate for the purpose of providing observational input or acquiring information pertinent to the position

• Manage behavior and assist students during class activities in small groups or individually. Provide instructional assistance as directed by appropriate certificated staff. Subject areas may include academic subjects, basic life skills, social skills, community access, personal hygiene, including toileting, swimming, communication, physical and /or occupational therapy exercises and job skills training. This will include assisting the teacher with preparing materials for lessons and maintaining data collection records as assigned.

• De-escalate students having an emotional/behavioral crisis. Carry out behavior management plans for individual students as appropriate.

• Dispense medication to students following district policy

• Care for the personal hygiene needs of students with disabilities, including but not limited to, feeding, diapering, toileting, bathing, lifting, tube feeding, suctioning and other health related issues with appropriate training

• Produce and assemble teaching materials as directed by appropriate certificated staff. Assist with data entry, record keeping, and filing

• Grade/correct papers and homework utilizing a rubric or key

• Observe assigned students as they enter/leave school grounds, on the playground, in the cafeteria and in the community and intervene as appropriate to ensure the safety of students

• Attend training meetings to broaden expertise in working with students with special needs

• Assignment may include assisting student(s) on and off buses

• Perform other tasks and assume other responsibilities as assigned by administrator in alignment with their job classification

SOC Code: 259049

Benefits/Compensation:

• Compensation: $20.00 (hourly)

• Benefits: Employees who are anticipated to work at least 630 hours may be eligible for health, dental, vision, flexible spending accounts, life, and disability insurance benefits. Detailed information, including further eligibility criteria, can be found here (https://www.hca.wa.gov/employee-retiree-benefits/school-employees) .

• Time Off: Includes sick leave accrual of 1 hour per 40 hours worked.

It is understood that the district has the right to transfer and assign employees to best fit the needs of the district.