Instructional Assistant Special Education II - Self-Contained - SHARP

We need to output HTML fragment with sections: headings

for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Use only sections with real content. The posting includes: some intro about Forbes/East Valley Tribune (maybe "About the role"? Actually it's about employer reputation). Could treat as "About the role" or maybe "About the employer". But headings allowed: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to map content. We have: - Employment Type: Full-time (35 hours per week) - Base Hourly: $19.89 - Class/Calendar: B21, 9.25 months - Benefits: Sick leave, holidays, retirement matched through the Arizona State Retirement System, health, and life insurance - Performance Pay: Available annually - New Hire Experience: 1% of the base hourly rate granted for each year of verified like experience (within ten years) beyond the requirement, up to a ten-year maximum - New Hire Education: 1% of the base hourly rate awarded for an AA or higher degree if not required for the position - Job Summary: To assist, under direct supervision of certified teachers and specialists, in the monitoring and instruction of special education students implementing the Individual Education Plans; to assist students in performing their academic, daily living and health care activities; to relieve teacher of routine clerical tasks. - Key Responsibilities: list of many duties (bullets) - Required Qualifications: Associate’s Degree or 60 college credit hours required at time of hire OR pass the ParaPro Test provided by the district free of charge; Previous experience and record of effectiveness in similar roles - Skills & Competencies: list - Work Environment & Physical Requirements: description We need to decide sections. Potential sections: - About the role: could include Job Summary? Or maybe "About the role" includes Job Summary and maybe employer accolades. We'll include Job Summary as prose. - Responsibilities: list of Key Responsibilities. - Requirements: maybe Required Qualifications? Or "Requirements" could include Required Qualifications. - Qualifications: maybe Skills & Competencies? Actually "Qualifications" often includes education/experience requirements. But we have both Required Qualifications and Skills & Competencies. Could treat Required Qualifications as "Requirements" and Skills & Competencies as "Skills". Or we could have both Requirements and Qualifications sections. The instruction: use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can include multiple of those if content exists. We need to avoid filler like "commensurate with experience". Not present. We have Pay: Base Hourly $19.89, plus Performance Pay available annually, plus New Hire Experience and Education increments. That's pay details. So we can create a Pay section with that info. Schedule: Employment Type: Full-time (35 hours per week) and Class/Calendar: B21, 9.25 months. That's schedule info. So we can create Schedule section. Benefits: we have benefits list. Thus we will have sections: About the role (maybe includes Job Summary and employer accolades), Responsibilities, Requirements (Required Qualifications), Qualifications (maybe Skills & Competencies?), Skills (maybe we can combine Skills & Competencies into Skills), Benefits, Pay, Schedule. But we must not repeat headings with empty content. Ensure each has substantive content. Let's map: About the role: Could include the Forbes/East Valley Tribune accolades and Job Summary. That's substantive. Responsibilities: Key Responsibilities list. Requirements: Required Qualifications (Associate’s Degree or 60 college credit hours OR pass ParaPro Test; Previous experience and record of effectiveness in similar roles). Qualifications: Could be Skills & Competencies list. Skills: maybe we could skip if we used Qualifications for skills. But we need to decide: The headings list includes Skills separate from Qualifications. Could treat Qualifications as education/experience, Skills as competencies. That seems logical. Thus: - Qualifications: Required Qualifications (education/experience) - Skills: Skills & Competencies But we already used Requirements for something else. Actually we could use Requirements for something like "Previous experience and record of effectiveness". But we have both education and experience. Let's think. Better: - About the role: accolades + Job Summary - Responsibilities: Key Responsibilities - Requirements: Required Qualifications (education/experience) - Skills: Skills & Competencies - Benefits: Benefits list - Pay: Base hourly, performance pay, new hire experience/education increments - Schedule: Employment type, hours per week, class/calendar months Check if any content missing: Work Environment & Physical Requirements not covered. Could be part of About the role or maybe a separate section like "Work Environment". But not in allowed headings. Could incorporate into About the role or Responsibilities? Probably include in About the role as additional description. But we must preserve all substantive information. So we need to include Work Environment & Physical Requirements somewhere. Could add a paragraph under About the role after Job Summary. Thus About the role will contain: accolades, Job Summary, Work Environment & Physical Requirements. Now ensure we don't repeat headings. Now produce HTML:

About the role

Forbes named Mesa Public Schools in their list of Best Employers in Arizona for multiple years. East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for multiple years.

Job Summary: To assist, under direct supervision of certified teachers and specialists, in the monitoring and instruction of special education students implementing the Individual Education Plans; to assist students in performing their academic, daily living and health care activities; to relieve teacher of routine clerical tasks.

Work Environment & Physical Requirements: Works closely with special education teachers, general education staff, therapists, and administrators. May be resource rooms, inclusion settings, or self-contained classrooms. Supports students with disabilities, which may include intellectual, developmental, emotional, or physical disabilities. Each day can vary based on student needs, schedules, behavior, and support plans. Must be able to stand, walk, sit, bend, and kneel frequently throughout the day. May need to lift or assist students who have physical disabilities, including transferring students to and from wheelchairs, standing frames, or other equipment (commonly 25–50 lbs, but sometimes more).

Then Responsibilities:

Responsibilities

• Deliver, under teacher’s direction, classroom work/homework and/or reinforce classroom objectives, tutoring and guided practice
• Assist the development of instructional materials and maintenance of classroom
• Assist in the collection of data on academic and behavior goals as instructed
• Implement positive behavior intervention plans for students who display challenging behaviors including verbal and physical aggression
• Respond to problem behaviors according to the student’s positive behavior intervention plan and district crisis intervention policy
• Perform and provide support tasks in accordance with district procedures as required based on student need, including but not limited to:
  • Behavior management techniques where elopement behavior both on and off campus happens on a regular basis
  • District identified behavior management strategies (A.S.P.E.N.)
  • Physical interventions to remediate severe emotional and behavior dysregulation when the students presents as a danger to self or others
  • Transfers and/or lifts for non-ambulatory students to assist them in the performance of their daily activities
  • Tube feeding
  • Diapering (may require use of Hoyer hydraulic lift)
  • Seizure intervention
  • Aerosol generating procedures
  • Frequently required to assist students who need support in addressing personal care needs due to a severe medical condition and/or physical limitations (i.e. toileting, feeding, dressing suctioning, etc) to ensure their functioning in a school environment
  • Accompany students as they transition across campus
  • Monitor individual and/or small student groups in classroom and/or on the playground to maintain a safe and positive learning environment; facilitate social peer interactions
  • Maintain classroom and student equipment to ensure a safe environment
  • Model professional, safe, responsible and respectful behavior
  • Perform general clerical tasks to support the teacher in the maintenance of student files and to provide classroom materials
  • Participate in various meetings to share information and/or improve one’s skills and/or knowledge
  • Regular and on-time attendance required
  • Perform other related duties, as assigned, to ensure the efficient and effective functioning of the work unit
  • Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools

But note we have nested list inside a li; maybe better to keep as separate li items without nesting. The original list includes many items, some with sub-items. We could flatten: each bullet as a li, and for the sub-items we could also make li but maybe keep as part of the same li with commas. Simpler: keep as separate li items, but the sub-items could be separate li as well. However the instruction: Use

• for any list of duties/requirements/benefits. It doesn't forbid nested lists. We'll keep simple: each top-level bullet as li; for the long sentence with multiple items separated by commas, we can keep as one li. Thus we will produce li for each line from Key Responsibilities, but we need to split correctly. Original Key Responsibilities text: "Deliver, under teacher’s direction, classroom work/homework and/or reinforce classroom objectives, tutoring and guided practiceAssist the development of instructional materials and maintenance of classroomAssist in the collection of data on academic and behavior goals as instructedImplement positive behavior intervention plans for students who display challenging behaviors including verbal and physical aggressionRespond to problem behaviors according to the student’s positive behavior intervention plan and district crisis intervention policyPerform and provide support tasks in accordance with district procedures as required based on student need, including but not limited to:Behavior management techniques where elopement behavior both on and off campus happens on a regular basisDistrict identified behavior management strategies (A.S.P.E.N.)Physical interventions to remediate severe emotional and behavior dysregulation when the students presents as a danger to self or othersTransfers and/or lifts for non-ambulatory students to assist them in the performance of their daily activitiesTube feedingDiapering (may require use of Hoyer hydraulic lift)Seizure interventionAerosol generating proceduresFrequently required to assist students who need support in addressing personal care needs due to a severe medical condition and/or physical limitations (i.e. toileting, feeding, dressing suctioning, etc) to ensure their functioning in a school environmentAccompany students as they transition across campusMonitor individual and/or small student groups in classroom and/or on the playground to maintain a safe and positive learning environment; facilitate social peer interactionsMaintain classroom and student equipment to ensure a safe environmentModel professional, safe, responsible and respectful behaviorPerform general clerical tasks to support the teacher in the maintenance of student files and to provide classroom materialsParticipate in various meetings to share information and/or improve one’s skills and/or knowledgeRegular and on-time attendance requiredPerform other related duties, as assigned, to ensure the efficient and effective functioning of the work unitAssists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools" We need to split at capital letters? Actually there is no punctuation between items. We need to infer separation. The original likely had each item separated by a line break. We'll approximate by splitting at each capital letter that starts a new verb? This is messy. Better to keep as one paragraph? But we need list. Could treat the whole block as a single li? That would lose detail. However we must preserve ALL substantive information; we can keep the block as a paragraph inside a li? That still preserves info but not as list