Instructional Assistant Special Education II - Self-Contained - Taylor Junior High School

Key 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
• Aid 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
• Support students with disabilities, which may include intellectual, developmental, emotional, or physical disabilities

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

• Models the attributes and skills of the MPS Portrait of a Graduate
• Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community
• Ability and willingness to work with special education students who may require specialized instruction to meet academic, social, and behavior goals
• Good verbal and written communication skills
• Ability to work well in stressful situations
• Computer proficiency to include use of basic software applications (Word, Excel, etc)
• Ability to operate standard office equipment
• Organize and prioritize and to follow classroom guidelines as put forth by classroom teacher

Work Environment & Physical Requirements

• Works closely with special education teachers, general education staff, therapists, and administrators
• Sets 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)