Instructional Assistant - Functional Academics

Non-exempt, hourly employee. 181 work days (days when students are scheduled to attend school), 7 hours per day (excluding a 30-minute unpaid duty-free meal break).

Pay

Starting pay $16.05 per hour on the "Instructional Assistants" salary schedule, level 1. Eligible for benefits on the "Support Staff" benefits schedule.

Reports to

Supervised by one or more teachers; reports to the building Principal or designee.

Summary of Duties

Under direct supervision, you will assist the Special Education teacher in creating a positive and inclusive learning environment for students with diverse learning needs. This role primarily serves in a classroom setting, with occasional school meetings and events. Some positions may require physical assistance and flexibility to adapt to changing situations.

Responsibilities

• Student Support:
  • Provide one-on-one or small group assistance to students with special needs, helping them with academic, organization, and communication skills.
  • Assist students in achieving goals requiring physical and emotional support, successfully navigating classroom, cafeteria, and school-related experiences as outlined by their IEP and teacher direction.
  • Participate in community-based instruction, supporting school and community jobs and skill development.
• Behavioral Support and Safety & Health:
  • Implement behavior management strategies following Individualized Education Plans (IEPs) to support students' emotional and behavioral development.
  • Ensure the safety and well-being of students at all times, following established protocols for medical and emergency situations.
  • Receive NCI training to promote de-escalation and safety.
  • Assist students with daily living skills, such as dressing, eating, lavatory needs, grooming, medical needs, and personal hygiene as appropriate to individual development. Comply with personal hygiene rules and standard sanitation procedures.
• Assistive Technology:
  • Familiarize students with assistive technology tools and aid them in using these devices to enhance learning and/or communication.
• Classroom Preparation:
  • Collaborate with the teacher to prepare instructional materials, adapt curriculum, and create a supportive classroom environment.
• Data Tracking:
  • Collect and record data on student progress and behavior, ensuring accurate documentation for IEP progress reports and meetings.
  • Reinforce behaviors that demonstrate students' successful achievement and growth of identified goals.
• Inclusion:
  • Facilitate the inclusion of students with disabilities into general education classroom activities, ensuring equal access to the curriculum.
• Communication:
  • Maintain open and effective communication with teachers and other specialists involved in the students' education.
• Professional Development:
  • Stay informed about best practices in special education and participate in training opportunities to improve skills and knowledge.
• Perform other duties as assigned by the supervisor or designee.

Requirements

• Education/Training:
  • High School diploma or GED is required; an Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education is preferred. Official transcripts are required to validate education.
• Experience:
  • Previous vocational training or work experience with school-age children with special needs is preferred.
• Certifications &/or Licenses:
  • Able to meet the requirements of a paraprofessional as outlined in ESSA.
  • Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check.
  • Must have at least an Associate’s degree, two years of college, or passed the ParaPro Assessment. The ParaPro Assessment is offered at no cost for prospective employees.
• Other:
  • Ability to perform the essential functions, meet performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations).
  • Understanding of the developmental, physical, and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; demonstrated stress management skills.
  • Ability to fulfill the dexterity and physical requirements of the work and effectively attend to the special needs of school-age children.
  • Patience, empathy, and strong communication skills.
  • Ability to follow IEPs and adapt instructional strategies accordingly.
  • Physical ability to assist students with mobility and personal care needs if necessary.
  • Flexibility to adapt to changing situations.

Performance Aptitudes

• Data Utilization: Evaluate, audit, deduce, and assess data using established criteria, exercising discretion to determine consequences and select alternatives.
• Human Interaction: Assist students and staff by action or interaction in carrying out specialized therapeutic or physical care plans and procedures.
• Equipment, Machinery, Tools, and Materials Utilization: Operate, maneuver, and control special needs equipment and devices.
• Verbal Aptitude: Utilize a wide variety of reference, descriptive, and advisory data and information.
• Mathematical Aptitude: Depending on assignment, perform addition, subtraction, multiplication, division, calculate decimals, percentages, utilize principles of fractions, and/or interpret graphs.
• Functional Reasoning: Apply principles of influence systems (e.g., motivation, incentive, leadership) and exercise independent judgment to develop approaches for problem resolution.
• Situational Reasoning: Exercise judgment, decisiveness, and creativity in evaluating information against sensory, judgmental, or subjective criteria.

Physical Requirements

• Exert very heavy physical effort in very heavy work, including climbing, balancing, stooping, kneeling, crouching, and crawling.
• Lift, carry, push, and/or pull heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).

Sensory Requirements

• Most tasks require visual perception and discrimination.
• Some tasks require oral communication ability.
• Some tasks require the ability to perceive and discriminate sounds.

Environmental Factors

• Tasks are regularly performed with exposure to adverse environmental conditions, such as violence when working with children with severe emotional or intellectual disabilities.