Instructional Assistant - Special Education, One-on-One Special Assignment
Wake County Public School System · Morrisville, NC · 1 mo ago
EducationFull-time
We need to output HTML fragment with sections: About the role? The posting includes Position Purpose, Minimum Qualifications, KSAs, Education, Certification, Preferred Qualifications, Essential Duties, Additional Duties, Work Environment/Physical Requirements, Effective Date, Disclaimer. We need to map to allowed headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must only include sections when posting has real specific content. We should not repeat job title as heading. No Job ID etc. Remove boilerplate.
We need to decide which sections to include.
We have content: Position Purpose (could be About the role). Responsibilities: Essential Duties and Responsibilities, Additional Duties. Requirements: Minimum Qualifications, Education, Certification, maybe KSAs? Skills: Knowledge, Skills, and Abilities (KSAs). Benefits: none mentioned. Pay: none (Pay Grade Noncertified Grade 21 but that's not a pay amount; it's a grade; but we should not create Pay section unless posting actually states them. It says PAY GRADE Noncertified Grade 21. That's not a specific pay amount; but it's still pay info. The instruction: "never create Pay/Schedule/Benefits sections unless the posting actually states them." It does state PAY GRADE. Is that considered stating pay? It's a grade, not a salary. Might be considered pay info. Safer to include Pay section with that info? The instruction says "unless the posting actually states them." It does state PAY GRADE. So we could include Pay section with that line. However they also say "Prefer a few substantive sections over many thin ones." Might combine.
Schedule: 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.) That's schedule info. So we can include Schedule section.
Benefits: none.
Thus sections: About the role (Position Purpose), Responsibilities (Essential Duties + Additional Duties), Requirements (Minimum Qualifications + Education + Certification?), Skills (KSAs), Pay (PAY GRADE), Schedule (WORK WEEK SCHEDULE). Possibly also Qualifications? But we have Requirements and Skills; Qualifications could be redundant. We'll follow allowed headings.
We need to use for section headings. 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. Must not omit details. So we need to include all details from each section.
We need to be careful not to duplicate lines.
Let's extract content.
Position Purpose paragraph: "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.
KSAs: list of many abilities. We'll need to put them in
- . The KSAs start with "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."
We need to split into list items. Could keep as one long sentence but better to split by semicolons? The instruction: use
- for any list of duties/requirements/benefits. The KSAs is a list; we can make each ability a
- . We'll need to parse.
Minimum Qualifications: "High school diploma or GED." plus note about Title I schools: "EDUCATION, TRAINING, AND EXPERIENCE 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."
We need to preserve that.
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: a paragraph with many sentences. We'll need to break into list items? It's a paragraph but contains multiple duties separated by periods. Could treat as prose? The instruction: use
- for any list of duties/requirements/benefits. This is a list of duties; we should make each duty a
- . We'll need to split by sentences.
Additional Duties and Responsibilities- SATA Only: a paragraph.
Work Environment/Physical Requirements: paragraph.
Effective Date: "EFFECTIVE DATE: 3/2025"
Disclaimer: we should remove boilerplate? The disclaimer is boilerplate? It's a standard disclaimer; but it's part of posting. The instruction: "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions." Disclaimer might be considered legal boilerplate. It's a generic disclaimer about description not comprehensive. Might be considered boilerplate; but it's not EEO etc. However it's a standard disclaimer; could be considered legal boilerplate. Safer to remove? The instruction says remove legal boilerplate. This is a legal disclaimer. So we should drop it.
Also we should drop "DISCLAIMER:" line.
Now we need to output only HTML fragment.
Let's craft sections:
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.
Note: The last bullet is from Additional Duties.
Requirements
- 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.
- 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.
- CPR and First Aid certification (preferred).
- 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) (preferred).
But we separated preferred qualifications; maybe better to have Skills section for KSAs, and Requirements for minimum qualifications, education, certification. Preferred qualifications could be part of Requirements or Skills? The instruction: Use - for any list of duties/requirements/benefits. Preferred qualifications is a list; we could include under Requirements as well. But we already have Requirements; we could add them there.
Better to have separate sections: Requirements (minimum qualifications, education, certification) and Skills (KSAs). Preferred qualifications could be under Requirements as well, but we can also put under Skills? Actually they are qualifications not skills. We'll put them under Requirements.
Thus Requirements includes: Minimum qualifications (HS diploma/GED), Title I condition, CPI certification, CPR/First Aid (preferred), Experience with special needs (preferred). We'll keep them as list items.
Now Skills section: KSAs list.
We need to split KSAs into list items. Let's parse each ability separated by semicolons.
List:
- 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
for prose. We need to preserve all substantive information, not invent or summarize away detail. Must not omit details. So we need to include all details from each section. We need to be careful not to duplicate lines. Let's extract content. Position Purpose paragraph: "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. KSAs: list of many abilities. We'll need to put them in
- . The KSAs start with "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."
We need to split into list items. Could keep as one long sentence but better to split by semicolons? The instruction: use
- for any list of duties/requirements/benefits. The KSAs is a list; we can make each ability a
- . We'll need to parse.
Minimum Qualifications: "High school diploma or GED." plus note about Title I schools: "EDUCATION, TRAINING, AND EXPERIENCE 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."
We need to preserve that.
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: a paragraph with many sentences. We'll need to break into list items? It's a paragraph but contains multiple duties separated by periods. Could treat as prose? The instruction: use
- for any list of duties/requirements/benefits. This is a list of duties; we should make each duty a
- . We'll need to split by sentences.
Additional Duties and Responsibilities- SATA Only: a paragraph.
Work Environment/Physical Requirements: paragraph.
Effective Date: "EFFECTIVE DATE: 3/2025"
Disclaimer: we should remove boilerplate? The disclaimer is boilerplate? It's a standard disclaimer; but it's part of posting. The instruction: "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions." Disclaimer might be considered legal boilerplate. It's a generic disclaimer about description not comprehensive. Might be considered boilerplate; but it's not EEO etc. However it's a standard disclaimer; could be considered legal boilerplate. Safer to remove? The instruction says remove legal boilerplate. This is a legal disclaimer. So we should drop it.
Also we should drop "DISCLAIMER:" line.
Now we need to output only HTML fragment.
Let's craft sections:
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
- 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.
- 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.
- CPR and First Aid certification (preferred).
- 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) (preferred).
- for any list of duties/requirements/benefits. Preferred qualifications is a list; we could include under Requirements as well. But we already have Requirements; we could add them there. Better to have separate sections: Requirements (minimum qualifications, education, certification) and Skills (KSAs). Preferred qualifications could be under Requirements as well, but we can also put under Skills? Actually they are qualifications not skills. We'll put them under Requirements. Thus Requirements includes: Minimum qualifications (HS diploma/GED), Title I condition, CPI certification, CPR/First Aid (preferred), Experience with special needs (preferred). We'll keep them as list items. Now Skills section: KSAs list. We need to split KSAs into list items. Let's parse each ability separated by semicolons. List: - 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