Bend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.

Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

JOB DEFINITION:
Under direct supervision, the Inclusion Educational Assistant provides supported education services in classrooms, resource centers, or other school-related areas. The Educational Assistant is directly involved in the instructional program for assigned students and their identified special needs. The responsibilities include in and out of class supervision of students; small group and one on one instruction of students; and general assistance to the teacher. The employee works independently after becoming familiar with the instructional needs of the special needs students and seeks clarification from the teacher for new or unusual situations. The employee works on a daily basis with disabled students who require special attention to meet their unique needs. The employee works under the supervision of a special education teacher and/or administrator.NATURE AND SCOPE OF WORK:
ESSENTIAL JOB FUNCTIONS:
1. Assists with implementing individualized education plan (IEP).2. Assists special education teaching staff responsible for preparation, implementation, and evaluation of individual and group instructional programs.3. Assists in communicating with teachers and parents on students’ progress.4. Assists with record keeping to monitor students’ daily and monthly data on progress.5. Assists students’ in their understanding of instructional concepts by reemphasizing the basic elements of teacher directed activities.6. Provides students with additional practice on identified skill areas.7. Assists with the correction of student work as assigned by the classroom teacher.8. Prepares instructional materials and operates instructional equipment.9. Supervises students during recess, lunch periods, and before / after school by keeping a calm and disciplined atmosphere on the playground, in the cafeteria, library, hallways, and bus lines.10. Assists in monitoring the daily school routines of a small group and / or individual low functioning student.11. Participates in the various vocational / recreational activities developed for ILSC / FLSC students.12. Assists the special education teaching staff in maintaining the practical life skills such as dressing, toileting and feeding students with mildly to profoundly disabling conditions in the District’s ILSC / FLSC program.13. Follows the assigned daily schedule.14. Fulfills other related duties as assigned.15. Fulfills performance standards identified in the evaluation process as required by the position.16. Fulfills working conditions and physical effort listed below.

WORKING CONDITIONS:
The employee works with small groups of students and on a one-to-one basis who may be physically or mentally disabled, learning disabled, emotionally disturbed and/or culturally different. Supervision responsibilities require the employee to be able to stand for up to 30 consecutive minutes and move rapidly to intervene in situations where a student's safety is being jeopardized. The supervision may also occur during times of inclement weather. The employee is frequently required to lift those students who are physically disabled or unable or unwilling to assist in toileting or other activities. The lifting requirements may include students weighing up to 50 pounds. Lifting of students weighing over 50 pounds should be performed in a team lift arrangement or with aids such as Hoyer lifts or other equipment. The employee may be required to change soiled clothing and wash adolescent-age boys and girls. In addition the employee may be required to remove clothing soiled by human waste of adolescent-age male and female students and assist in cleaning these students and their clothing.
KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge:• Teaching methods and procedures.• Filing and record keeping systems.• Computers, audio-visual equipment and office machines, and their operation.• Instructional materials and their uses.• Basic provisions of PL-142, due process procedures, and the IEPs for students identified as disabled.• Student behavior and methods to assure proper conduct.• Safety practices.Skills & Abilities:Possess the physical ability to regularly attend work and fulfill the essential functions of the position, with or without reasonable accommodation.• Read, understand and carry out oral and written instructions.• Learn the operation of telephones, computers, and other equipment used in the work, as required by the position.• Accurately transfer, record and convey information, and materials as required by the position.• Train and supervise student helpers.• Communicate clearly and appropriately in speech and in writing in accordance with educational standards.• Promote the success of special education programs and the students served by these programs.• Maintain patient, positive, persistent attitude and a warm, accepting personality toward persons with disabilities.• Ability to learn how to deal with bodily fluid spills.• Adhere to the district requirements for a drug-free workplace.• Abide by confidentiality requirements.EDUCATION AND EXPERIENCE:
At least two years of related college education, an AA degree, or meet the Highly Qualified requirements by passing theParaprofessional Assessment Exam with a score of 455 or higherThe position requires general knowledge of technical procedures. Knowledge of School District practices or policies is necessary. Job proficiency can be acquired in twelve to twenty four months.CERTIFICATION AND LICENSING:
NCLB (No Child Left Behind) Paraprofessional qualifications for positions at sites that are designated as Title I School- wide programs.

The statements herein reflect general details as necessary to describe the principle functions of the job, the level of knowledge and skills typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work and physical requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work or otherwise to balance the workload.