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Program Support Specialist

Northwest Educational Service District 189
Northwest Educational Service District 189
Job Functions:
People & HR
Employment Types:
Arlington, WA, USA
58,608 – 110,466 USD per year
Posted on:

The NWESD aspires to be a racially and culturally inclusive staff that reflects the diversity of those we serve. We believe this strengthens our organization, stimulates creativity, promotes the exchange of ideas, and enriches staff engagement.

Located at the Northwest Regional Learning Center (NRLC) in Arlington, WA, this Program Support Specialist assists in the implementation of a school-wide behavior management program for at-risk students, provides direct and consultative academic and transition services to students, assists with implementation of individualized learning, education, transition and behavior plans, and coordinates service supports to ensure a positive and productive school environment, promoting educational development and success of attending students.


Schedule IV ($58,608.42 - $110,466.32 dependent upon education and experience) Eligible for full WA State PEBB Benefits and SERS Retirement/pension.


This position begins September 1, 2022. 185 days per year, 7.5 hours per day. Eligible for health and retirement benefits.

Bachelor’s Degree in Education or related field (e.g. Human Services, Psychology, Behavioral Science) and two years of experience working with emotionally disturbed and/or high-risk youth in an educational environment; Master’s Degree preferred. Valid Washington State Teaching Certificate required. An equivalent combination of education and experience which provides the skills, knowledge and abilities to perform the essential functions of the position may be substituted. Willingness to be certified in and utilize behavior de-escalation and restraint techniques. WSP/FBI criminal history background clearance required.

Per Governor’s Proclamation 21-14.1, all employees working for public and private K-12 schools in Washington must be fully vaccinated* against COVID-19 or obtain a religious or medical accommodation by October 18, 2021. Please be advised that all candidates offered positions within the NWESD will be required to comply with this order. *You are considered fully vaccinated 2 weeks after your final dose of the vaccination.

Essential Functions:

  • Implements and oversees student discipline and positive behavior supports under direction of building administrator.
  • Provides immediate feedback to parents, teachers, and administrative team regarding behavior consequences; maintains student discipline records on a computer database.
  • Supervises students during a variety of activities to ensure a safe, orderly respectful environment that encourages students to take responsibility for behavior.
  • Coordinates student academic and transition information with the designated School District staff to develop appropriate transition plans that assist students in attaining educational and pre- and post-graduation goals.
  • Assists students with transitional services for continued educational opportunities, including credit retrieval, GED preparation, and work experience.
  • Reviews (and writes, as allowed through certification endorsement) Individual Education Plans (IEP) to determine the designated goals and services to be addressed.
  • Develops Individual Student Plans (ISP) and Behavior Support Plans (BSP) for identified students.
  • Works with community agencies to access training sites and coordinated services for identified student needs.
  • Provides community liaison consultation and assists parents in accessing appropriate community resources, in order to enhance the social/emotional development and educational adjustment of students.
  • Collects and maintains data relative to a student’s educational and vocational skills utilizing standardized and formative assessments.
  • Implements a career education program (secondary only) to enhance student understanding of personal interests, talents, and skills needed to achieve desired employment outcomes.
  • Assists students in the development of student portfolios to showcase accomplished work and future plans with academic and career materials.
  • Counsels and advises individuals on matters pertaining to personal concerns and educational and vocational objectives.
  • Files reports (including violence, vandalism, attendance, and discipline matters) in an accurate and timely manner.
  • Assists staff in the management and resolution of student crisis and behavioral support.
  • Assists teachers implementing group social skill training within the classroom.
  • Provides emergency counseling for students in crisis as needed.
  • Maintains confidentiality of student and agency records.
  • Demonstrates professionalism in all work-related venues.
  • Reacts to change productively and performs other duties as set forth by the program administrator deemed to be advantageous to the educational program.
  • Perform related duties as assigned. Related duties may not specifically be listed but are within the general occupational series and responsibility level typically associated with the employee’s classification of work.

Required knowledge, skills, and abilities:

  • Knowledge of general and special education principles and practices and familiarity with the critical components of transition services.
  • Knowledge of Individual Education Plans and programs which address the education, behavior, social-emotional, and transition needs of high-risk students and Special Education eligible students.
  • Knowledge of effective strategies to manage and change student behavior consistent with program expectations and procedures.
  • Knowledge of basic computer programs to complete assigned reports and record keeping.
  • Knowledge of crisis counseling/consultation practices and procedures.
  • Knowledge of Evidence-Based Programs and practices for high-risk/emotionally and behaviorally challenged students.
  • Knowledge of effective team processing, leadership, and decision-making techniques.
  • Ability to assess students’ social - emotional challenges and assist teachers in providing appropriate educational support.
  • Ability to design, monitor and evaluate the effectiveness of student intervention and educational programs.
  • Ability to promote positive public relations between the school, staff, students, parents, and community.
  • Coordinate, facilitate, and/or participate in multi-disciplinary team meetings.
  • Motivate others to achieve individual and program objectives.
  • Problem-solve, Intervene responsibly, and constructively manage crisis and high stress situations.
  • Work with employers and community partners to place students in work-experience/employment settings (secondary only).
  • Develop learning projects that integrate academic and workplace skills.
  • Provide students opportunity to participate in sequentially planned activities, reflect on their futures, set realistic goals, prepare job-search portfolios, and see the vital link between education, work, and life (secondary only).
  • Encourage service learning that connects meaningful community service with academic applications, personal growth, and civic responsibility.
  • Work independently using effective time management and organizational skills.
  • Develop and utilize well-defined rubrics to evaluate student performance on the job and in the classroom.
  • Coordinate schedules, supervise, and transport students as necessary for students involved in vocational community-based experiences.
  • Communicate effectively in both oral and written format.
  • Establish and maintain effective working relationships with co-workers, school district staff, parents, and community partners.
  • Interpret and analyze abilities, interests, strengths, and weaknesses as reported on a variety of educational and vocational assessments.

Working Conditions/Physical Requirements: Work is performed approximately 80% indoors within a controlled environment and 20% traveling within assigned geographic areas of NWESD region to complete essential functions and position requirements. Evenings and some weekends required. Lifts and carries a maximum of 40 pounds. Adequate manual and finger dexterity, hearing, speech, and vision are necessary to perform the essential functions of this position.

Hazards: Due to the nature of the population of the school, hazards include but are not limited to exposure to weapons, threats, verbal abuse, hitting, fighting, throwing of objects, etc. Will be required to deal with distraught individuals.

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