McClure Middle School - Intervener - 1.0FTE

Overview of Position

An intervener is a staff position designated to provide direct support to a student with deaf-blindness under the supervision of a certificated special education teacher for all or part of the instructional day as determined by the student's Individual Educational Plan (IEP).

Essential Functions

• Becoming proficient in students' individual communication methods and strategies
• Accompanying and supporting the student during community-based instruction and leisure activities during the school day
• Providing personal care support (including toileting and feed support) to the student as needed
• Providing specially designed instruction under the direction the student's special education teacher
• Coinciding with the teacher in the monitoring of supplies and equipment for the deafblind student
• Aiding the teacher in preparing instructional and supplementary materials for the deafblind student
• Participating in the assessment of the student and in the preparation of IEPs, progress reports, behavior plans, data collection, and other documentation for program monitoring
• Attending building and department staff meetings and in-service workshops as requested.

Other Functions

Performs related duties consistent with the scope of the position.

Knowledge, Skills And Abilities

• Functional knowledge of subject matter
• Must be able to relate effectively with students, parents, district staff, and the public in a multicultural community
• Maintain confidentially of information and records
• Communicate effectively orally and in writing
• Maintain composure in stressful situations; be flexible; recognize and adjust to different cultural backgrounds
• Comfortable working in close physical proximity to students while frequently using touch to communicate with and instruct students who are primarily tactile learners
• Show ability to exercise good judgment, cooperation, tact, and discretion in dealing with the student, family, and others
• Show interest in developing additional knowledge and skills
• Follows team decisions, established policies and procedures, and designated lines of communication and authority

Reporting Relationships

Reports to the assigned building Principal for site-based activities, and to a Special Education Program Manager or Supervisor. The Principal and Special Education Manager or Supervisor will jointly work with the intervener for professional goal setting and evaluation.

Working Conditions

• Required to work in a school setting, including participation in community activities
• Required to work with a wide range of student performance and behavior, dependent about each student's level of academic and communication skills
• Required to lift, sit, stand, walk, reach, bend, and squat to work with, move, and/or reposition students
• Potentially exposed to ordinary infectious diseases carried by students
• May occasionally or regularly deal with distraught or difficult students
• May be required to change soiled clothing and may be exposed to student bodily fluids and serious infectious diseases carried by students

Education

• Completion of an Associate’s degree or completion of two (2) years of college, or seventy-two (72) quarter or forty-eight (48) semester credits AND one (1) year of related work experience with students with sensory impairments
• The completion of an interpreter's training program and an additional year of qualifying work experience may substitute for the Associates' degree requirement

Licenses/Special Requirements

• Certification by the Registry of Interpreters for the Deaf, Inc., and/or National Association of the Deaf Certification is desirable, but not required
• Valid State of Washington Driver’s License or evidence of equivalent mobility

Benefits

Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Click HERE for an overview of available benefit options. Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits.

Schedule

Please find the salary schedule associated with this role and others like it HERE.

Application Instructions

Are you a current Seattle Public Schools classified PARA employee in a permanent FTE position? YesNo

Current Job Title

(Please type "N/A" if this question does not apply to you).

Are you a current SPS classified PARA substitute?

YesNo

Have you completed the Licenses/Special Requirements specific information for this position?

(yes/no)

Do you possess one year or more paid experience working with students with sensory impairments?

YesNo

Have you completed an Associate’s degree or completion of two (2) years of college, or seventy-two (72) quarter or forty-eight (48) semester credits AND one (1) year of related work experience with students with sensory impairments?

YesNo

Are you a current or former SPS contractor, who is responsible for providing special education services to students (i.e. behavior technician)?

YesNo

Description of Experience

In a brief response, please describe your experience working with students with sensory impairments.

Interpreter's Training Program

Have you completed an interpreter's training program?