Eugene School District
Fox Hollow, Intensive Services Life Skills Program, Significant Needs EA
Eugene School District, Eugene, Oregon, United States, 97403
Salary:
$22.89 - $28.73 Hourly Location :
Eugene, OR Job Type:
Part Time Job Number:
2025-00129 School/Department:
Student Services Department Opening Date:
04/17/2025 Closing Date:
8/13/2025 11:59 PM Pacific
Position Summary This position is for the
2025/26 school yea r. This is a part-time, 0.875 FTE/7 hours per day position working on the CL-196 (196 days per full school year) schedule, Mon-Fri, 7:30 a.m. - 3:00 p.m. There are multiple vacancies available.
Minimum Requirements for the position require you to meet Highly Qualified status, defined by state of Oregon ORS 581-037-0006. You are required to attach documentation to your application to show you meet the Highly Qualified requirement. For details about requirements for Highly Qualified, please see the Minimum Requirements below. Incomplete applications may not be processed. The purpose of this position is to provide support to an individual student, a group of students, or a student-focused program where students need a high level of specialized support, modifications, highly intensive and frequent interventions, and/or other identified accommodations in order to engage in the learning environment. Incumbents in this classification support the implementation of Individual Education Programs (IEPs) and individual behavior programs. The position may assist licensed teachers, licensed specialists and other service providers in planning, implementing, and supporting educational and behavioral management programs. May be assigned to monitor student progress and mastery of social, behavioral and academic skills by means of daily or periodic data collection, assessments, and evaluations. Distinguishing Characteristics
This class of Special Educational Assistant is distinguished from other Special Educational Assistant classes by the adaptation of student instruction and supports to meet the specialized needs of students with significant disability related impact and the responsibilities involved in providing for their behavioral and physical needs. Supervisory Relationships
This position is supervised by a School Principal. Regional and department lead programs may be supervised by a Special Education Administrator or Director. This position will receive direction and task assignments from licensed employees.
This position does not supervise others, however, may provide task-level direction to interns, and volunteers.
Special Qualifications:
Ability to move quickly to keep the student, staff and others safe, when necessary. Ability to communicate effectively with multiple staff members throughout the day. Ability to implement behavioral management strategies and interventions to ensure a positive and productive learning environment. Implement given lesson plans and instructional strategies to meet the diverse needs of students with significant disabilities. Be supportive and nurturing in the classroom environment which promotes students' safety, dignity and respect. Communicate effectively with other team members to provide updates on student progress and to discuss strategies for supporting students' needs at school. Use a range of teaching materials and technology to enhance learning and support students' academic and functional goals. Provide instruction in areas such as communication, daily living skills, socialization, self-regulation, and vocational training. Essential Duties and Responsibilities:
The below list of job duties and responsibilities is not exclusive nor exhaustive. Employees in this position may perform some or all of the following tasks. Other duties may be assigned. Coordinate and collaborate with teachers, supervisors, and other colleagues to plan, develop and/or adapt and implement daily instructional lessons and earning goals. May also be assigned to support specialist identified therapies, and support routines and activities, which may include any specific delegated health care needs as defined by the Individual Education Plan (IEP) and/or medical or behavior support plans. Provide daily on-time physical support for students who use wheelchairs or experience other mobility issues. Safely assist students to travel to and from their buses or other types of transportation needed during daily transitions. Assist with wheelchair transfers and use of standers or other specialized equipment, under the direction and training of specialists and the teacher. Provide feeding support per an established feeding protocol (at the direction of a feeding team or under the direction of the specialist). Assist in student transportation when needed, typically for students needing access to 1:1 support (medical or behavioral). Successfully complete and maintain state-mandated training for medical and behavioral supports (e.g. Safety Care, Behavior Support Plans, CPR First Aid, Medication Administration, and others as assigned). Attend annual professional development and complete assigned mandatory annual training. Interpret and implement Individualized Educational Plans (IEPs), Behavioral Support Plans (BSPs), and other specialized protocols, health plans, or supports, within the guidelines set by the licensed teacher or specialist. Support the implementation of individualized communication plans, including the use of augmentative & adaptive communication devices (AAC), with the support of and under the direction of the certified teacher and specialists. May be assigned to work with students experiencing trauma, emotional, mental health, and associated behavioral needs. Supervises and supports students in a variety of activities and areas including, resource centers, playgrounds, cafeterias, designated bus and car loading and unloading areas, field trips, hallways, and other areas where students may gather. Assists with toileting students who are incontinent or who require assistance with catheterization. May support physical transfers and provide other personal care needs, including diapering, as necessary. Administer medications within the scope of District policies and state and federal laws including, but not limited to, diabetes management and insulin administration using an insulin pen or a non-needle injection system. Assist students to brush teeth, wash hands, comb hair, and perform other functions of personal hygiene. Assist with and support the adaptation of physical education programs based on student abilities. May supervise students in preparation for physical education and monitor activities so that safety precautions are upheld, and behavior is managed. Performs a variety of clerical tasks in support of and preparation for the educational process as well as duties involving instructional assistance to the teacher using either standardized lessons, content prepared by the teacher, or lessons prepared by the assistant under the supervision and approval of the teacher. Provide assistance and support for team members and projects as needed. Maintains positive and effective working relationships with department staff, students, school personnel, and community members from diverse cultures or backgrounds. Maintains regular, prompt, and predictable attendance. Performs other duties as assigned. Required Knowledge, Skills and Abilities
Ability to comprehend and closely follow written and verbal directions provided by classroom and building leadership. Ability to self-regulate and respond with a positive demeanor while working with students, staff administrators, teachers, specialists, and transportation staff generally and during stressful situations. Must be able to demonstrate patience, flexibility, and be team-oriented. Ability to listen and respond appropriately when engaged with others, including students. Ability to interpret and apply broad policies and procedures across a variety of situations. Must be able to consistently make sound decisions that support classroom operations and student well-being on a day-to-day basis and during emergency situations. Effectively work with students and staff in dynamic and high-stress environments. Ability to problem solve using effective verbal and written communication skills. Knowledge and understanding of how to establish and maintain appropriate professional boundaries with parents, colleagues, and other building staff who may ask confidential questions. Willingness to adhere to all district state and federal policies established to maintain appropriate lines of communication. Ability to clearly and effectively communicate with the teacher and administration regarding practices and student wellness in a timely manner. Ability to effectively interpret, track and manage daily data that will assist with progress monitoring and other behavioral data collection. Knowledge and understanding of strategies to differentiate practices dependent on circumstances and student needs. Knowledge of word processing, Google Drive, and spreadsheets. Ability to access, enter, and retrieve data from computers and databases. Knowledge of modern office procedures, techniques, and office management skills. Ability to utilize correct grammar, punctuation, spelling, and basic math skills to compile data and complete reports according to district procedures. Maintain an environment that honors the diversity of students in the classroom and promotes the development and advancement of traditionally underrepresented or underserved populations with inclusion and equity.
Minimum Qualifications
Education
Associate degree in Special Education or closely related field preferred;
or, Completion of at least two years of post-secondary study consisting of 72 credit hours, 48 semester units (attach transcripts);
or, High School Diploma or successful passage of the tests for General Education Development (G.E.D.),
and
demonstration of skill through a formal academic assessment. Must earn a District approved Oregon behavioral intervention training certificate, without restrictions, within 6 months of employment and maintain an active certificate thereafter.
Experience
Two years of experience working in or directly supporting students educational setting. Other
Must successfully complete Oregon Department of Education background check. Must successfully pass pre-employment physical capacities exam. Preferred Qualifications
Bilingual proficiency and/or multicultural experience To demonstrate Highly Qualified status
as required by
OAR 581-037-000
6 , you will be required to attach documentation to your application to show:
Completion of at least two years of post-secondary study consisting of 72 credit hours, 48 semester units (attach transcripts); OR Obtaining an associates or higher degree (attach diploma); OR Meeting a rigorous standard of quality and demonstrating, through a formal state, or local academic assessment or para-educator certificate program, knowledge of and the ability to assist in instructing reading, writing, and mathematics (attach test scores or certificate of completion). To view the complete job description visit: Additional Information
Complete application in its entirety. Incomplete applications will not be accepted or processed, there are no exceptions.
We do not accept walk-in, faxed, or applications via mail. All applications must be submitted using the GovermentJobs website. It is your responsibility to submit a complete application. Submitting an application does not guarantee any candidate an interview. Candidates are interviewed by appointment only. If you apply to more than one job, an application is required for EACH job posting.
ALL
required documentation must be scanned and attached to your online application. Required documents for this posting are:
Highly Qualified (HQ) Documentation as per Minimum Qualifications above.
Upon offer of employment applicants must obtain a fingerprint clearance from the Oregon State Police Department and the FBI through a process authorized by the Eugene School District 4J. Applicants would be responsible for the one-time fingerprint clearance fee. An Affirmative Action / Equal Opportunity Employer
The Eugene School District 4J does not discriminate on the basis of race, religion, ancestry, color, national origin, gender, age, disability, marital or family status, sexual orientation, gender identity in admission or access to the treatment of employment in its programs and activities as required by state and federal law. If you have any complaints, please contact the HR Department at (541) 790-7670.
It is the District's policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law. Applicants wishing to claim veterans' preference must provide the following military documents verifying their eligibility:
Veterans
:
A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge
OR
a letter from the U.S. Department of Veterans Affairs indicating the applicant receives a non-service connected pension.
Disabled Veterans
:
A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge
AND
a copy of the applicants veteran's disability preference letter from the U.S. Department of Veterans Affairs (unless the information is included on the DD Form 214 or 215).
For veterans' preference to apply, the required military documents must be submitted to the District at the time of application submission. There are a wide variety of benefits to eligible Eugene School District 4J employees. These benefits include health, dental, vision, life insurance, optional life and disability, flexible spending accounts, 403B, and an employee assistance program.
Positions at a minimum of four hours (0.5 FTE) are benefit eligible. Please contact the hiring administrator if you have questions about this position's benefit eligibility.
For a complete description of benefits available for 4J employees please visit our Employee Benefits webpage at www.4j.lane.edu/hr/benefits. 01
Have you attached your documentation to your application to show you meet the Highly Qualified requirement per the ORS 581-037-0006?Requirements for Highly Qualified:• Associate degree or higher• Completion of at least two years of post-secondary study consisting of 72 credit hours, 48 semester units (attach transcripts); or,• High School Diploma or successful passage of the tests for General Education Development (G.E.D.), and demonstration of skill through a formal academic assessment.
Yes No
Required Question
$22.89 - $28.73 Hourly Location :
Eugene, OR Job Type:
Part Time Job Number:
2025-00129 School/Department:
Student Services Department Opening Date:
04/17/2025 Closing Date:
8/13/2025 11:59 PM Pacific
Position Summary This position is for the
2025/26 school yea r. This is a part-time, 0.875 FTE/7 hours per day position working on the CL-196 (196 days per full school year) schedule, Mon-Fri, 7:30 a.m. - 3:00 p.m. There are multiple vacancies available.
Minimum Requirements for the position require you to meet Highly Qualified status, defined by state of Oregon ORS 581-037-0006. You are required to attach documentation to your application to show you meet the Highly Qualified requirement. For details about requirements for Highly Qualified, please see the Minimum Requirements below. Incomplete applications may not be processed. The purpose of this position is to provide support to an individual student, a group of students, or a student-focused program where students need a high level of specialized support, modifications, highly intensive and frequent interventions, and/or other identified accommodations in order to engage in the learning environment. Incumbents in this classification support the implementation of Individual Education Programs (IEPs) and individual behavior programs. The position may assist licensed teachers, licensed specialists and other service providers in planning, implementing, and supporting educational and behavioral management programs. May be assigned to monitor student progress and mastery of social, behavioral and academic skills by means of daily or periodic data collection, assessments, and evaluations. Distinguishing Characteristics
This class of Special Educational Assistant is distinguished from other Special Educational Assistant classes by the adaptation of student instruction and supports to meet the specialized needs of students with significant disability related impact and the responsibilities involved in providing for their behavioral and physical needs. Supervisory Relationships
This position is supervised by a School Principal. Regional and department lead programs may be supervised by a Special Education Administrator or Director. This position will receive direction and task assignments from licensed employees.
This position does not supervise others, however, may provide task-level direction to interns, and volunteers.
Special Qualifications:
Ability to move quickly to keep the student, staff and others safe, when necessary. Ability to communicate effectively with multiple staff members throughout the day. Ability to implement behavioral management strategies and interventions to ensure a positive and productive learning environment. Implement given lesson plans and instructional strategies to meet the diverse needs of students with significant disabilities. Be supportive and nurturing in the classroom environment which promotes students' safety, dignity and respect. Communicate effectively with other team members to provide updates on student progress and to discuss strategies for supporting students' needs at school. Use a range of teaching materials and technology to enhance learning and support students' academic and functional goals. Provide instruction in areas such as communication, daily living skills, socialization, self-regulation, and vocational training. Essential Duties and Responsibilities:
The below list of job duties and responsibilities is not exclusive nor exhaustive. Employees in this position may perform some or all of the following tasks. Other duties may be assigned. Coordinate and collaborate with teachers, supervisors, and other colleagues to plan, develop and/or adapt and implement daily instructional lessons and earning goals. May also be assigned to support specialist identified therapies, and support routines and activities, which may include any specific delegated health care needs as defined by the Individual Education Plan (IEP) and/or medical or behavior support plans. Provide daily on-time physical support for students who use wheelchairs or experience other mobility issues. Safely assist students to travel to and from their buses or other types of transportation needed during daily transitions. Assist with wheelchair transfers and use of standers or other specialized equipment, under the direction and training of specialists and the teacher. Provide feeding support per an established feeding protocol (at the direction of a feeding team or under the direction of the specialist). Assist in student transportation when needed, typically for students needing access to 1:1 support (medical or behavioral). Successfully complete and maintain state-mandated training for medical and behavioral supports (e.g. Safety Care, Behavior Support Plans, CPR First Aid, Medication Administration, and others as assigned). Attend annual professional development and complete assigned mandatory annual training. Interpret and implement Individualized Educational Plans (IEPs), Behavioral Support Plans (BSPs), and other specialized protocols, health plans, or supports, within the guidelines set by the licensed teacher or specialist. Support the implementation of individualized communication plans, including the use of augmentative & adaptive communication devices (AAC), with the support of and under the direction of the certified teacher and specialists. May be assigned to work with students experiencing trauma, emotional, mental health, and associated behavioral needs. Supervises and supports students in a variety of activities and areas including, resource centers, playgrounds, cafeterias, designated bus and car loading and unloading areas, field trips, hallways, and other areas where students may gather. Assists with toileting students who are incontinent or who require assistance with catheterization. May support physical transfers and provide other personal care needs, including diapering, as necessary. Administer medications within the scope of District policies and state and federal laws including, but not limited to, diabetes management and insulin administration using an insulin pen or a non-needle injection system. Assist students to brush teeth, wash hands, comb hair, and perform other functions of personal hygiene. Assist with and support the adaptation of physical education programs based on student abilities. May supervise students in preparation for physical education and monitor activities so that safety precautions are upheld, and behavior is managed. Performs a variety of clerical tasks in support of and preparation for the educational process as well as duties involving instructional assistance to the teacher using either standardized lessons, content prepared by the teacher, or lessons prepared by the assistant under the supervision and approval of the teacher. Provide assistance and support for team members and projects as needed. Maintains positive and effective working relationships with department staff, students, school personnel, and community members from diverse cultures or backgrounds. Maintains regular, prompt, and predictable attendance. Performs other duties as assigned. Required Knowledge, Skills and Abilities
Ability to comprehend and closely follow written and verbal directions provided by classroom and building leadership. Ability to self-regulate and respond with a positive demeanor while working with students, staff administrators, teachers, specialists, and transportation staff generally and during stressful situations. Must be able to demonstrate patience, flexibility, and be team-oriented. Ability to listen and respond appropriately when engaged with others, including students. Ability to interpret and apply broad policies and procedures across a variety of situations. Must be able to consistently make sound decisions that support classroom operations and student well-being on a day-to-day basis and during emergency situations. Effectively work with students and staff in dynamic and high-stress environments. Ability to problem solve using effective verbal and written communication skills. Knowledge and understanding of how to establish and maintain appropriate professional boundaries with parents, colleagues, and other building staff who may ask confidential questions. Willingness to adhere to all district state and federal policies established to maintain appropriate lines of communication. Ability to clearly and effectively communicate with the teacher and administration regarding practices and student wellness in a timely manner. Ability to effectively interpret, track and manage daily data that will assist with progress monitoring and other behavioral data collection. Knowledge and understanding of strategies to differentiate practices dependent on circumstances and student needs. Knowledge of word processing, Google Drive, and spreadsheets. Ability to access, enter, and retrieve data from computers and databases. Knowledge of modern office procedures, techniques, and office management skills. Ability to utilize correct grammar, punctuation, spelling, and basic math skills to compile data and complete reports according to district procedures. Maintain an environment that honors the diversity of students in the classroom and promotes the development and advancement of traditionally underrepresented or underserved populations with inclusion and equity.
Minimum Qualifications
Education
Associate degree in Special Education or closely related field preferred;
or, Completion of at least two years of post-secondary study consisting of 72 credit hours, 48 semester units (attach transcripts);
or, High School Diploma or successful passage of the tests for General Education Development (G.E.D.),
and
demonstration of skill through a formal academic assessment. Must earn a District approved Oregon behavioral intervention training certificate, without restrictions, within 6 months of employment and maintain an active certificate thereafter.
Experience
Two years of experience working in or directly supporting students educational setting. Other
Must successfully complete Oregon Department of Education background check. Must successfully pass pre-employment physical capacities exam. Preferred Qualifications
Bilingual proficiency and/or multicultural experience To demonstrate Highly Qualified status
as required by
OAR 581-037-000
6 , you will be required to attach documentation to your application to show:
Completion of at least two years of post-secondary study consisting of 72 credit hours, 48 semester units (attach transcripts); OR Obtaining an associates or higher degree (attach diploma); OR Meeting a rigorous standard of quality and demonstrating, through a formal state, or local academic assessment or para-educator certificate program, knowledge of and the ability to assist in instructing reading, writing, and mathematics (attach test scores or certificate of completion). To view the complete job description visit: Additional Information
Complete application in its entirety. Incomplete applications will not be accepted or processed, there are no exceptions.
We do not accept walk-in, faxed, or applications via mail. All applications must be submitted using the GovermentJobs website. It is your responsibility to submit a complete application. Submitting an application does not guarantee any candidate an interview. Candidates are interviewed by appointment only. If you apply to more than one job, an application is required for EACH job posting.
ALL
required documentation must be scanned and attached to your online application. Required documents for this posting are:
Highly Qualified (HQ) Documentation as per Minimum Qualifications above.
Upon offer of employment applicants must obtain a fingerprint clearance from the Oregon State Police Department and the FBI through a process authorized by the Eugene School District 4J. Applicants would be responsible for the one-time fingerprint clearance fee. An Affirmative Action / Equal Opportunity Employer
The Eugene School District 4J does not discriminate on the basis of race, religion, ancestry, color, national origin, gender, age, disability, marital or family status, sexual orientation, gender identity in admission or access to the treatment of employment in its programs and activities as required by state and federal law. If you have any complaints, please contact the HR Department at (541) 790-7670.
It is the District's policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law. Applicants wishing to claim veterans' preference must provide the following military documents verifying their eligibility:
Veterans
:
A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge
OR
a letter from the U.S. Department of Veterans Affairs indicating the applicant receives a non-service connected pension.
Disabled Veterans
:
A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon discharge
AND
a copy of the applicants veteran's disability preference letter from the U.S. Department of Veterans Affairs (unless the information is included on the DD Form 214 or 215).
For veterans' preference to apply, the required military documents must be submitted to the District at the time of application submission. There are a wide variety of benefits to eligible Eugene School District 4J employees. These benefits include health, dental, vision, life insurance, optional life and disability, flexible spending accounts, 403B, and an employee assistance program.
Positions at a minimum of four hours (0.5 FTE) are benefit eligible. Please contact the hiring administrator if you have questions about this position's benefit eligibility.
For a complete description of benefits available for 4J employees please visit our Employee Benefits webpage at www.4j.lane.edu/hr/benefits. 01
Have you attached your documentation to your application to show you meet the Highly Qualified requirement per the ORS 581-037-0006?Requirements for Highly Qualified:• Associate degree or higher• Completion of at least two years of post-secondary study consisting of 72 credit hours, 48 semester units (attach transcripts); or,• High School Diploma or successful passage of the tests for General Education Development (G.E.D.), and demonstration of skill through a formal academic assessment.
Yes No
Required Question