District - Instructional Assistant II (Special Education IA)
LaRue County Schools · Hodgenville, KY · 1 mo ago
EducationFull-time
We need to output HTML fragment with sections: h3 for headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to include only sections that have real specific content. The posting includes: Title, Reports to, Supervises, Job Function, Duties And Responsibilities, Knowledge And Abilities, Physical Demands, Education And Experience. No explicit Benefits, Pay, Schedule. So we should not create those sections. We need to map content to appropriate headings: "About the role" could be a summary of job function? The instruction: use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). We need to decide which headings to use based on content. Likely we will have sections: Responsibilities (duties), Requirements (knowledge and abilities?), Qualifications (education and experience), Skills (maybe knowledge and abilities?), Physical Demands maybe could be under Requirements? But we should not invent sections without content. We have content for duties, knowledge and abilities, physical demands, education and experience. We could map:
- Responsibilities: Duties And Responsibilities.
- Requirements: Knowledge And Abilities (maybe also Physical Demands? but physical demands is separate; could be under Requirements as well but we could create a separate section "Physical Requirements" but not in allowed list. The allowed list includes Requirements, Qualifications, Skills. We could put Physical Demands under Requirements or Skills? Probably better to include a separate section "Physical Demands" but not in allowed list; but instruction says use those headings as examples, not exclusive? It says: use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). We need to decide which headings to use based on content. Likely we will have sections: Responsibilities (duties), Requirements (knowledge and abilities?), Qualifications (education and experience), Skills (maybe knowledge and abilities?), Physical Demands maybe could be under Requirements? But we should not invent sections without content. We have content for duties, knowledge and abilities, physical demands, education and experience. We could map:
- Responsibilities: Duties And Responsibilities.
- Requirements: Knowledge And Abilities (maybe also Physical Demands? but physical demands is separate; could be under Requirements as well but we could create a separate section "Physical Requirements" but not in allowed list. The allowed list includes Requirements, Qualifications, Skills. We could put Physical Demands under Requirements or Skills? Probably better to include a separate section "Physical Demands" but not in allowed list; but instruction says use those headings as examples, not exclusive? It says: use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It implies we should use those headings when appropriate. It doesn't forbid other headings, but suggests using those. Safer to stick to those. So we need to map content to those headings.
We have:
- About the role: could be Job Function summary: "Assist teachers with students."
- Responsibilities: Duties And Responsibilities (list).
- Requirements: Knowledge And Abilities (list).
- Qualifications: Education And Experience (list).
- Skills: maybe combine some of Knowledge And Abilities? But we already used that for Requirements. Could split: Requirements = Knowledge And Abilities, Skills = maybe some specific abilities? But we might not need Skills if we already covered. However we need to avoid thin sections. Could combine Knowledge And Abilities into Requirements and maybe Skills not needed. But we need to include all substantive information. If we omit Skills section, that's fine as long as we included its content elsewhere. The knowledge and abilities includes many skill-like items; we can put them under Requirements.
Physical Demands: we need to include that info somewhere. Could be under Requirements as well (physical requirements). Could add a subsection under Requirements? But we need to output only headings and - for lists,
for prose. We could embed physical demands as a
within Requirements section. Or we could create a separate section "Physical Demands" but not in allowed list; risk. Better to include under Requirements as a paragraph.
Thus structure:
About the role
Assist teachers with students.
Responsibilities
- ... each duty ...
Requirements
Knowledge and abilities:
- ... each knowledge/ability ...
Physical demands:
- ... each physical demand ...
Qualifications
- ... education and experience ...
We must preserve all substantive information. Need to extract each duty line from "Duties And Responsibilities". The text is a long paragraph with semicolons separating duties. We need to split into list items. Let's parse:
"Duties And Responsibilities Tutor individuals or small groups of students typically with a disability or handicap, reinforcing and implementing instructions as directed by the teacher; maintain records of student progress.Transport students to and from activities and assist in preparation for treatment as required.Prepare and organize lessons as directed by the teacher; administer and score a variety of tests according to established guidelines; assist in determining English proficiency of identified students.Assist in administering diagnostic and other tests; score and record test information; read, understand and assist in implementing, recording and monitoring student's IEP.Monitor and report behavior of students according to approved procedures; report progress regarding student performance and behavior; check and assist students with lab work as necessary.Perform routine clerical duties such as preparation of instructional and classroom materials; operate copy machines; maintain classroom records; maintain attendance records.Provide support to the teacher by setting up work areas, displays and exhibits, operating audio-visual equipment, operating educational training equipment and distrusting and collecting paper and supplies.Assist in overseeing students while in labs or other activities; provide for supplies inventory as necessary.Assist students in such physical tasks as putting on and taking off of outer wear, moving from room to room, using the lavatory and others; assist students in getting on and off the bus.Assist students by providing proper examples, emotional support, a friendly attitude and general guidance.Assure the health and safety of students by following health and safety practices and regulations.Direct group activities of students as assigned; assist in monitoring lunchroom and playground activities as assigned; assist in emergency drills, assemblies, play periods and field trips.Participate in meetings and in-service training programs as assigned.Maintain regular attendance.Performs related duties as assigned."
We need to split by periods? Actually each duty ends with a period. Some have semicolons inside. We'll treat each sentence as a duty. Let's extract sentences:
1. Tutor individuals or small groups of students typically with a disability or handicap, reinforcing and implementing instructions as directed by the teacher;
2. maintain records of student progress.
3. Transport students to and from activities and assist in preparation for treatment as required.
4. Prepare and organize lessons as directed by the teacher;
5. administer and score a variety of tests according to established guidelines;
6. assist in determining English proficiency of identified students.
7. Assist in administering diagnostic and other tests;
8. score and record test information;
9. read, understand and assist in implementing, recording and monitoring student's IEP.
10. Monitor and report behavior of students according to approved procedures;
11. report progress regarding student performance and behavior;
12. check and assist students with lab work as necessary.
13. Perform routine clerical duties such as preparation of instructional and classroom materials;
14. operate copy machines;
15. maintain classroom records;
16. maintain attendance records.
17. Provide support to the teacher by setting up work areas, displays and exhibits, operating audio-visual equipment, operating educational training equipment and distrusting and collecting paper and supplies.
18. Assist in overseeing students while in labs or other activities;
19. provide for supplies inventory as necessary.
20. Assist students in such physical tasks as putting on and taking off of outer wear, moving from room to room, using the lavatory and others;
21. assist students in getting on and off the bus.
22. Assist students by providing proper examples, emotional support, a friendly attitude and general guidance.
23. Assure the health and safety of students by following health and safety practices and regulations.
24. Direct group activities of students as assigned;
25. assist in monitoring lunchroom and playground activities as assigned;
26. assist in emergency drills, assemblies, play periods and field trips.
27. Participate in meetings and in-service training programs as assigned.
28. Maintain regular attendance.
29. Performs related duties as assigned.
We need to clean up punctuation and ensure each list item is a complete sentence. We'll produce - items.
Now Knowledge And Abilities section: It has "KNOWLEDGE OF:" list then "Ability Of" list. Let's extract.
Knowledge Of:
- Basic subjects taught in the District schools, including arithmetic, grammar, spelling, language and reading.
- Safe practices in classroom and playground activities.
- Correct English usage, grammar, spelling, punctuation and vocabulary.
- Interpersonal skills using tact, patience and courtesy.
- Basic record-keeping techniques.
Ability Of (looks like typo "Ability Of Learn"? Actually "Ability Of Learn child guidance principles and practices." Probably means "Ability to learn child guidance principles and practices." We'll treat each line.
List:
- Learn child guidance principles and practices.
- Communicate and maintain effective relationships with students, parents, staff and the public, including members of ethnic communities.
- Perform routine clerical duties in support of classroom activities.
- Print and write legibly.
- Add, subtract, multiply and divide quickly and accurately.
- Understand and follow oral and written instructions.
- Learn procedures, functions and limitations of assigned duties.
- Communicate effectively both orally and in writing.
- Learn to apply and explain policies and procedures related to school and program activities.
- Work cooperatively with others.
- Monitor, observe and report student behavior according to approved policies and procedures.
- Operate instructional and office equipment.
Now Physical Demands: The text shows a table with categories and X marks. We need to extract the info: categories: Standing/Walking, Sitting, Handle/Finger/Feel, Reach/Push/Pull, Bend/Stoop/Crouch, Kneel/Crawl, Climb/Balance, Lift/Carry (with frequencies). The X marks indicate frequency: Seldom/Rare (up to 1/3), Frequent (1/3 to 2/3), Repetitive (2/3 or more). The table lines:
Physical Demands Seldom/Rare Occasional (up to 1/3 of work day) Frequent (1/3 to 2/3 of work day) Repetitive (2/3 or more of work day) Standing/Walking -- X Sitting -- X Handle/Finger/Feel -- X Reach/Push/Pull -- X Bend/Stoop/Crouch -- X Kneel/Crawl X Climb/Balance X- Lift/Carry (check frequency) Up to 10 lbs. -- X Up to 20 lbs. -- X Up to 50 lbs.X Up to 100 lbs. X- Overto 100 lbs. X-
Interpretation: For each activity, an X under a column indicates frequency. The columns are: Seldom/Rare Occasional (up to 1/3), Frequent (1/3 to 2/3), Repetitive (2/3 or more). The formatting is messy.
Let's parse line by line:
"Standing/Walking -- X" => X under first column? Actually after the headers, there are three columns: Seldom/Rare Occasional (up to 1/3 of work day), Frequent (1/3 to 2/3 of work day), Repetitive (2/3 or more of work day). Then they list items with X under appropriate column.
The line "Standing/Walking -- X" likely means X under first column (Seldom/Rare). Similarly "Sitting -- X" also first column. "Handle/Finger/Feel -- X" first column. "Reach/Push/Pull -- X" first column. "Bend/Stoop/Crouch -- X" first column. "Kneel/Crawl X" maybe X under second column? Actually "Kneel/Crawl X" no dash? Might be X under second column (Frequent). "Climb/Balance X-" maybe X under third column? The dash after X? Hard.
Then "Lift/Carry (check frequency)" then subitems:
"Up to 10 lbs. -- X" (first column)
"Up to 20 lbs. -- X" (first column)
"Up to 50 lbs.X" (maybe X under second column? Actually no space before X)
"Up to 100 lbs
headings and - for lists,
for prose. We could embed physical demands as a
within Requirements section. Or we could create a separate section "Physical Demands" but not in allowed list; risk. Better to include under Requirements as a paragraph.
Thus structure:
About the role
Assist teachers with students.
Responsibilities
- ... each duty ...
Requirements
Knowledge and abilities:
- ... each knowledge/ability ...
Physical demands:
- ... each physical demand ...
Qualifications
- ... education and experience ...
We must preserve all substantive information. Need to extract each duty line from "Duties And Responsibilities". The text is a long paragraph with semicolons separating duties. We need to split into list items. Let's parse:
"Duties And Responsibilities Tutor individuals or small groups of students typically with a disability or handicap, reinforcing and implementing instructions as directed by the teacher; maintain records of student progress.Transport students to and from activities and assist in preparation for treatment as required.Prepare and organize lessons as directed by the teacher; administer and score a variety of tests according to established guidelines; assist in determining English proficiency of identified students.Assist in administering diagnostic and other tests; score and record test information; read, understand and assist in implementing, recording and monitoring student's IEP.Monitor and report behavior of students according to approved procedures; report progress regarding student performance and behavior; check and assist students with lab work as necessary.Perform routine clerical duties such as preparation of instructional and classroom materials; operate copy machines; maintain classroom records; maintain attendance records.Provide support to the teacher by setting up work areas, displays and exhibits, operating audio-visual equipment, operating educational training equipment and distrusting and collecting paper and supplies.Assist in overseeing students while in labs or other activities; provide for supplies inventory as necessary.Assist students in such physical tasks as putting on and taking off of outer wear, moving from room to room, using the lavatory and others; assist students in getting on and off the bus.Assist students by providing proper examples, emotional support, a friendly attitude and general guidance.Assure the health and safety of students by following health and safety practices and regulations.Direct group activities of students as assigned; assist in monitoring lunchroom and playground activities as assigned; assist in emergency drills, assemblies, play periods and field trips.Participate in meetings and in-service training programs as assigned.Maintain regular attendance.Performs related duties as assigned."
We need to split by periods? Actually each duty ends with a period. Some have semicolons inside. We'll treat each sentence as a duty. Let's extract sentences:
1. Tutor individuals or small groups of students typically with a disability or handicap, reinforcing and implementing instructions as directed by the teacher;
2. maintain records of student progress.
3. Transport students to and from activities and assist in preparation for treatment as required.
4. Prepare and organize lessons as directed by the teacher;
5. administer and score a variety of tests according to established guidelines;
6. assist in determining English proficiency of identified students.
7. Assist in administering diagnostic and other tests;
8. score and record test information;
9. read, understand and assist in implementing, recording and monitoring student's IEP.
10. Monitor and report behavior of students according to approved procedures;
11. report progress regarding student performance and behavior;
12. check and assist students with lab work as necessary.
13. Perform routine clerical duties such as preparation of instructional and classroom materials;
14. operate copy machines;
15. maintain classroom records;
16. maintain attendance records.
17. Provide support to the teacher by setting up work areas, displays and exhibits, operating audio-visual equipment, operating educational training equipment and distrusting and collecting paper and supplies.
18. Assist in overseeing students while in labs or other activities;
19. provide for supplies inventory as necessary.
20. Assist students in such physical tasks as putting on and taking off of outer wear, moving from room to room, using the lavatory and others;
21. assist students in getting on and off the bus.
22. Assist students by providing proper examples, emotional support, a friendly attitude and general guidance.
23. Assure the health and safety of students by following health and safety practices and regulations.
24. Direct group activities of students as assigned;
25. assist in monitoring lunchroom and playground activities as assigned;
26. assist in emergency drills, assemblies, play periods and field trips.
27. Participate in meetings and in-service training programs as assigned.
28. Maintain regular attendance.
29. Performs related duties as assigned.
We need to clean up punctuation and ensure each list item is a complete sentence. We'll produce - items.
Now Knowledge And Abilities section: It has "KNOWLEDGE OF:" list then "Ability Of" list. Let's extract.
Knowledge Of:
- Basic subjects taught in the District schools, including arithmetic, grammar, spelling, language and reading.
- Safe practices in classroom and playground activities.
- Correct English usage, grammar, spelling, punctuation and vocabulary.
- Interpersonal skills using tact, patience and courtesy.
- Basic record-keeping techniques.
Ability Of (looks like typo "Ability Of Learn"? Actually "Ability Of Learn child guidance principles and practices." Probably means "Ability to learn child guidance principles and practices." We'll treat each line.
List:
- Learn child guidance principles and practices.
- Communicate and maintain effective relationships with students, parents, staff and the public, including members of ethnic communities.
- Perform routine clerical duties in support of classroom activities.
- Print and write legibly.
- Add, subtract, multiply and divide quickly and accurately.
- Understand and follow oral and written instructions.
- Learn procedures, functions and limitations of assigned duties.
- Communicate effectively both orally and in writing.
- Learn to apply and explain policies and procedures related to school and program activities.
- Work cooperatively with others.
- Monitor, observe and report student behavior according to approved policies and procedures.
- Operate instructional and office equipment.
Now Physical Demands: The text shows a table with categories and X marks. We need to extract the info: categories: Standing/Walking, Sitting, Handle/Finger/Feel, Reach/Push/Pull, Bend/Stoop/Crouch, Kneel/Crawl, Climb/Balance, Lift/Carry (with frequencies). The X marks indicate frequency: Seldom/Rare (up to 1/3), Frequent (1/3 to 2/3), Repetitive (2/3 or more). The table lines:
Physical Demands Seldom/Rare Occasional (up to 1/3 of work day) Frequent (1/3 to 2/3 of work day) Repetitive (2/3 or more of work day) Standing/Walking -- X Sitting -- X Handle/Finger/Feel -- X Reach/Push/Pull -- X Bend/Stoop/Crouch -- X Kneel/Crawl X Climb/Balance X- Lift/Carry (check frequency) Up to 10 lbs. -- X Up to 20 lbs. -- X Up to 50 lbs.X Up to 100 lbs. X- Overto 100 lbs. X-
Interpretation: For each activity, an X under a column indicates frequency. The columns are: Seldom/Rare Occasional (up to 1/3), Frequent (1/3 to 2/3), Repetitive (2/3 or more). The formatting is messy.
Let's parse line by line:
"Standing/Walking -- X" => X under first column? Actually after the headers, there are three columns: Seldom/Rare Occasional (up to 1/3 of work day), Frequent (1/3 to 2/3 of work day), Repetitive (2/3 or more of work day). Then they list items with X under appropriate column.
The line "Standing/Walking -- X" likely means X under first column (Seldom/Rare). Similarly "Sitting -- X" also first column. "Handle/Finger/Feel -- X" first column. "Reach/Push/Pull -- X" first column. "Bend/Stoop/Crouch -- X" first column. "Kneel/Crawl X" maybe X under second column? Actually "Kneel/Crawl X" no dash? Might be X under second column (Frequent). "Climb/Balance X-" maybe X under third column? The dash after X? Hard.
Then "Lift/Carry (check frequency)" then subitems:
"Up to 10 lbs. -- X" (first column)
"Up to 20 lbs. -- X" (first column)
"Up to 50 lbs.X" (maybe X under second column? Actually no space before X)
"Up to 100 lbs
for prose. We could embed physical demands as a
within Requirements section. Or we could create a separate section "Physical Demands" but not in allowed list; risk. Better to include under Requirements as a paragraph. Thus structure:
About the role
Assist teachers with students.
Responsibilities
- ... each duty ...
Requirements
Knowledge and abilities:
- ... each knowledge/ability ...
Physical demands:
- ... each physical demand ...
Qualifications
- ... education and experience ...