Instructional Assistant - Special Education, Elementary Behavior Support II
or drop it. We should not repeat job title as heading. We should not put Job ID/requisition numbers as headings (none present). We should not include boilerplate like EEO etc. We need to include sections only when posting has real specific content. So we need sections: About the role (maybe Position Purpose), Responsibilities (Essential Duties and Responsibilities), Additional Duties (maybe part of Responsibilities?), Requirements (Minimum Qualifications, Knowledge, Skills, Abilities, Education, Certification, Preferred Qualifications). Benefits, Pay, Schedule: we have Pay Grade, FLSA Status, Work Week Schedule. Those are specifics: Pay Grade Noncertified Grade 21, FLSA Status Nonexempt, Work Week Schedule Monday-Friday (occasional evenings and weekends/ Workday must not exceed more than 40 hours per week and begins at least 30 minutes prior to the instructional day for students.). So we can include a Pay section with Pay Grade and FLSA? Actually FLSA is not pay but classification. Could include in Pay section. Schedule section with work week schedule. Benefits: none mentioned. So we omit Benefits. We need to use
for section headings. Use - for any list of duties/requirements/benefits, and
for prose.
We need to preserve all substantive information, not invent or summarize away detail. So we need to include all details from the posting, but we can combine similar items.
We must not create sections with filler like "commensurate with experience". We have actual content.
Let's extract content:
Position Purpose: "Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning."
That's prose.
Knowledge, Skills, and Abilities (KSAs): list items:
- Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps;
- Working knowledge of successful instructional delivery methods;
- Working knowledge of general classroom activities and routines;
- Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
- Ability to work in a team environment and effectively collaborate with others;
- Ability to motivate students;
- Ability to constantly monitor and supervise the safety and well-being of students;
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles;
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
Education:
- ALL SCHOOLS: High school diploma or GED.
- IF TITLE I SCHOOL: Meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting.
Certification and License Requirements:
- Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed.
Preferred Qualifications:
- CPR and First Aid certification;
- Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations).
Essential Duties and Responsibilities: list items:
- Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students.
- Assists teachers with strategies related to the implementation of students’ behavioral intervention plans.
- Aids teachers with planning and organizing, evaluating instructional activities, developing classroom procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan.
- Demonstrates professional and technical skills necessary to function effectively in the classroom and to support student achievement and the school program.
- Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times.
- Provides in-class support while promoting progress towards independence and self-determination for all students.
- Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs.
- Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality.
- Participates in the district staff development program and continued professional growth in the area of assignment.
- Coordinates, assists, and facilitates student transitions between classes; assists students by providing for special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student; Activities related to seizure control; Feeding needs; Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices; Behavioral assistance and CPI skills.
- Performs other related duties as assigned.
Additional Duties and Responsibilities- SATA Only:
- Assigned to be a one-on-one instructional assistant to a student who has severe to profound learning disabilities.
- Attends and successfully completes specialized training, as determined by student’s IEP.
Work Environment/Physical Requirements:
- This job operates in a classroom environment and requires sitting and standing throughout the day.
- This role routinely uses standard office equipment such as computers, scanners, and copiers.
- The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community.
- Work is considered medium physical work, requiring the exertion of up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
- School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques.
Effective Date: 3/2025
Disclaimer: boilerplate to remove.
Metadata: Position Title (Oracle title) INSTRUCTIONAL ASSISTANT-SPECIAL EDUCATION; Working Title Special Education Instructional Assistant-General Curriculum Special Education Instructional Assistant-Adapted Curriculum Special Assignment Instructional Assistant (SAIA); SCHOOL/DEPARTMENT Elementary, Middle, or High School; LOCATION School Site; PAY GRADE Noncertified Grade 21; FLSA STATUS Nonexempt; ELIGIBILITY FOR EMPLOYMENT CONTRACT No; WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends/ Workday must not exceed more than 40 hours per week and begins at least 30 minutes prior to the instructional day for students.)
We need to fold minor metadata into a short
or drop it. Probably we can include a
with the metadata: Position title, working title, school/department, location, pay grade, FLSA status, eligibility, work week schedule. But we must not repeat job title as heading. It's okay to include in a paragraph.
We need to avoid duplication. The posting includes multiple working titles separated by spaces; we can keep as is.
Now decide sections:
- About the role (Position Purpose) ->
About the role
...
- Responsibilities -> combine Essential Duties and Additional Duties? Could have Responsibilities section with list items from Essential Duties and Additional Duties. Or separate sections: Responsibilities and Additional Responsibilities (SATA). But we should prefer few substantive sections over many thin ones. Could combine all duties into one Responsibilities section. However Additional Duties are specific to SATA only; still part of responsibilities. We'll include them as list items.
- Requirements -> include Knowledge, Skills, Abilities, Education, Certification, Preferred Qualifications. Could be a list.
- Pay -> include Pay Grade and FLSA Status.
- Schedule -> include Work Week Schedule.
We should not include Benefits section.
Now we need to ensure we use - for any list of duties/requirements/benefits. For prose we use
.
Thus:
About the role
Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
Responsibilities
- Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students.
- Assists teachers with strategies related to the implementation of students’ behavioral intervention plans.
- Aids teachers with planning and organizing, evaluating instructional activities, developing classroom procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan.
- Demonstrates professional and technical skills necessary to function effectively in the classroom and to support student achievement and the school program.
- Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times.
- Provides in-class support while promoting progress towards independence and self-determination for all students.
- Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs.
- Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality.
- Participates in the district staff development program and continued professional growth in the area of assignment.
- Coordinates, assists, and facilitates student transitions between classes; assists students by providing for special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student; Activities related to seizure control; Feeding needs; Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices; Behavioral assistance and CPI skills.
- Performs other related duties as assigned.
- Assigned to be a one-on-one instructional assistant to a student who has severe to profound learning disabilities.
- Attends and successfully completes specialized training, as determined by student’s IEP.
Requirements
- Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps.
- Working knowledge of successful instructional delivery methods.
- Working knowledge
for prose. We need to preserve all substantive information, not invent or summarize away detail. So we need to include all details from the posting, but we can combine similar items. We must not create sections with filler like "commensurate with experience". We have actual content. Let's extract content: Position Purpose: "Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning." That's prose. Knowledge, Skills, and Abilities (KSAs): list items: - Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps; - Working knowledge of successful instructional delivery methods; - Working knowledge of general classroom activities and routines; - Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations; - Ability to work in a team environment and effectively collaborate with others; - Ability to motivate students; - Ability to constantly monitor and supervise the safety and well-being of students; - Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles; - Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; - Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public. Education: - ALL SCHOOLS: High school diploma or GED. - IF TITLE I SCHOOL: Meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting. Certification and License Requirements: - Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed. Preferred Qualifications: - CPR and First Aid certification; - Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations). Essential Duties and Responsibilities: list items: - Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students. - Assists teachers with strategies related to the implementation of students’ behavioral intervention plans. - Aids teachers with planning and organizing, evaluating instructional activities, developing classroom procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan. - Demonstrates professional and technical skills necessary to function effectively in the classroom and to support student achievement and the school program. - Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times. - Provides in-class support while promoting progress towards independence and self-determination for all students. - Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs. - Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality. - Participates in the district staff development program and continued professional growth in the area of assignment. - Coordinates, assists, and facilitates student transitions between classes; assists students by providing for special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student; Activities related to seizure control; Feeding needs; Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices; Behavioral assistance and CPI skills. - Performs other related duties as assigned. Additional Duties and Responsibilities- SATA Only: - Assigned to be a one-on-one instructional assistant to a student who has severe to profound learning disabilities. - Attends and successfully completes specialized training, as determined by student’s IEP. Work Environment/Physical Requirements: - This job operates in a classroom environment and requires sitting and standing throughout the day. - This role routinely uses standard office equipment such as computers, scanners, and copiers. - The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community. - Work is considered medium physical work, requiring the exertion of up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. - School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques. Effective Date: 3/2025 Disclaimer: boilerplate to remove. Metadata: Position Title (Oracle title) INSTRUCTIONAL ASSISTANT-SPECIAL EDUCATION; Working Title Special Education Instructional Assistant-General Curriculum Special Education Instructional Assistant-Adapted Curriculum Special Assignment Instructional Assistant (SAIA); SCHOOL/DEPARTMENT Elementary, Middle, or High School; LOCATION School Site; PAY GRADE Noncertified Grade 21; FLSA STATUS Nonexempt; ELIGIBILITY FOR EMPLOYMENT CONTRACT No; WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends/ Workday must not exceed more than 40 hours per week and begins at least 30 minutes prior to the instructional day for students.) We need to fold minor metadata into a short
or drop it. Probably we can include a
with the metadata: Position title, working title, school/department, location, pay grade, FLSA status, eligibility, work week schedule. But we must not repeat job title as heading. It's okay to include in a paragraph. We need to avoid duplication. The posting includes multiple working titles separated by spaces; we can keep as is. Now decide sections: - About the role (Position Purpose) ->
About the role
...
- Responsibilities -> combine Essential Duties and Additional Duties? Could have Responsibilities section with list items from Essential Duties and Additional Duties. Or separate sections: Responsibilities and Additional Responsibilities (SATA). But we should prefer few substantive sections over many thin ones. Could combine all duties into one Responsibilities section. However Additional Duties are specific to SATA only; still part of responsibilities. We'll include them as list items. - Requirements -> include Knowledge, Skills, Abilities, Education, Certification, Preferred Qualifications. Could be a list. - Pay -> include Pay Grade and FLSA Status. - Schedule -> include Work Week Schedule. We should not include Benefits section. Now we need to ensure we use- for any list of duties/requirements/benefits. For prose we use
. Thus:
About the role
Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
Responsibilities
- Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students.
- Assists teachers with strategies related to the implementation of students’ behavioral intervention plans.
- Aids teachers with planning and organizing, evaluating instructional activities, developing classroom procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan.
- Demonstrates professional and technical skills necessary to function effectively in the classroom and to support student achievement and the school program.
- Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times.
- Provides in-class support while promoting progress towards independence and self-determination for all students.
- Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs.
- Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality.
- Participates in the district staff development program and continued professional growth in the area of assignment.
- Coordinates, assists, and facilitates student transitions between classes; assists students by providing for special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student; Activities related to seizure control; Feeding needs; Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices; Behavioral assistance and CPI skills.
- Performs other related duties as assigned.
- Assigned to be a one-on-one instructional assistant to a student who has severe to profound learning disabilities.
- Attends and successfully completes specialized training, as determined by student’s IEP.
Requirements
- Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps.
- Working knowledge of successful instructional delivery methods.
- Working knowledge