EA (0.514) & SEA (0.039) - La Follette HS - 0.553 Total FTE - 26-27 SY

Pay

Starting compensation: $25.47 hourly wage (2026–2027 salary schedule). Employment type: Non‑exempt.

About the role

Under the direct or general supervision of a building principal or department leader and the daily direction of a Special Education Teacher or Student Services staff, the Special Education Assistant performs highly specialized work with students with disabilities across the developmental lifespan. This position adapts to the specific needs of the assigned population: fostering foundational development in early childhood, supporting academic access in 4K–12, providing necessary supplementary aids and services to follow student Individual Education Programs (IEPs), Behavior Support Plans, Regulation Plans, and coaching vocational independence in 18–21‑year‑old transition services. The exact population served will vary depending on the location and assignment of the role. Supervisory responsibilities: none.

Responsibilities

Instructional Support & Academic Assistance

• Early Childhood (4K): Support “learning through play‑based activities” by navigating centers (sensory, blocks, dramatic play) and scaffolding foundational skills like tool use (e.g., scissors, glue) and letter recognition.
• Academic Reinforcement (4K–12): Implement modified curriculum and intervention strategies to maximize student independence within the general education environment.
• Transition (Ages 18–21): Provide on‑site job coaching at community work‑sites; perform task analysis to break down vocational duties into manageable steps and gradually fade support as the student gains mastery.
• Inclusive Literacy: Prepare adapted materials (e.g., recorded books, visual schedules, communication boards) to ensure all students can access content at their developmental level.

Behavioral Intervention & Student Supervision

• Positive Behavior Support: Assist with monitoring and implementing positive behavior strategies, behavior intervention plans (BIPs), and “safe space” procedures; support students in emotional regulation and behavioral success using district‑approved techniques and safety protocols; provide high‑quality supervision during lunch, recess, field trips, and loading/unloading of school buses; coach professional workplace etiquette and social cues.
• Environmental Adaptation: Assist in modifying the physical and social environment to foster a sense of belonging and increase student engagement in classroom and community activities.
• Active Supervision: Maintain proactive, focused awareness of all students by intentionally positioning oneself to see and hear at all times; scan the environment to anticipate risks and provide a safety net while allowing for student growth. Includes performing frequent headcounts and maintaining “reach‑close” proximity during playground transitions or high‑sensory play; strategically moving throughout the room during lessons, maintaining a “line of sight” for all students, and recognizing early precursors to behavioral or medical distress to intervene before escalation; utilizing “discreet shadowing” at a community job site, monitoring from a distance to ensure the student navigates the workplace safely without hindering professional independence.

Personal Care & Physical Assistance

• Daily Living Support: Perform sensitive personal care tasks, including changing/dressing, eating, diapering/potty training, bathroom assistance, and administering tube feedings or medications per health plans.
• Dignified Assistance: Ensure all care is performed with the highest respect for privacy and age‑appropriateness.
• Mobility & Technology: Assist with student transfers and the application of adaptive devices (wheelchairs, standers, gait trainers); coach students to use high‑ or low‑tech communication devices to advocate for their own needs.
• Hygiene: Main