Special Education Assistant II (Autism Base) -Stony Point Elementary School 2026-27 School Year

About the role

In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children’s success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student!

Responsibilities

• Assist in the supervision, care, and instruction of students with special needs
• Implement plans for instruction and monitor student behavior
• Document activities and progress; support students’ IEP goals
• Provide extended classroom support and follow-up for students receiving special services
• Monitor and model evidence/research-based behavior intervention strategies per recommendations by the special education teacher or behavior specialist/psychologist
• Help with data collection and analysis; communicate with special education teacher and/or behavior specialist regarding further needs
• Ensure behavior interventions are practiced with fidelity
• Serve as a resource for equitable opportunities for students with challenging behaviors
• Maintain interventions with existing supports and streamline the shift of responsibility to school staff
• Provide responsible para-professional, clerical, and human support in assisting the classroom teacher in the management and instruction of special education students
• Perform related tasks as required and directed under the supervision of the classroom teacher

Essential Functions

• Develop and maintain a pleasant and orderly classroom environment (e.g., maintain instructional materials, design bulletin boards, assist special education teacher and/or students in clean-up activities)
• Assist students in the completion of learning tasks assigned by classroom teachers
• Lead and/or facilitate teaching of individuals in 1:1, small group, or whole class instruction
• Carry out instructional plans as designated by the classroom teacher and, if appropriate, the student’s Individual Educational Plan (IEP)
• Maintain student training data according to prescribed procedures
• Assist individual students as necessary to follow routines, follow directions, follow an individual schedule, and/or complete tasks; may need to strictly adhere to a daily schedule with regular and systematic accounting for the student’s IEP
• Procure, set up, and operate audio-visual equipment
• Assist in the development and implementation of individual student schedules, sensory program and sensory activities, motor group activities, discrete trial drills, and/or student behavior management plans
• Create alternative activities for independent work based on teacher-directed activities
• Assist in the coordination of school and home supports and work tasks
• Assist with data collection and facilitating accommodations as required by the classroom teacher or supervisor
• Communicate effectively with the special education teacher information to help facilitate the IEP goals of the students
• Demonstrate cooperation, openness for growth, and willingness to contribute to a team approach to the educational program
• Under the supervision of the classroom teacher and/or building principal, assist in the maintenance of students’ records, collection of lunch monies, and related instructional activities (e.g., field trips, library, assembly) as directed
• Monitor student attendance, behavior, and suspension data
• Perform clerical duties such as typing, filing, and duplicating at the direction of the classroom teacher
• Provide direct support to staff by introducing and modeling research/evidence-based interventions
• Provide direct support to students by teaching and modeling research/evidence-based interventions and curriculum
• Coordinate with specialists and school staff to implement behavior curriculum
• Provide transition plans and support for students moving from one educational setting to another
• Coordinate with specialists and school staff to develop effective intervention plans and crisis/safety plans
• Provide interventions to enable students to remain in school and/or help stabilize them
• Supervise and train students in the lunchroom or during lunch period; supervise and train students during free time and other non-instructional periods as directed by the classroom teacher
• Maintain a notebook monitored by the special education teacher and specialists containing:
  • Weekly behavior logs to include observations and collected data
  • Behavior Intervention Plans (BIP) with progress notes
  • Social skills lesson plans, including social stories
  • Incident reports and office referrals
  • Log of communication with school staff, family, and outside agencies
• Assist students with daily living skills (e.g., toileting, feeding, diaper changes, positioning)
• Assist with deregulated students
• Participate in team meetings
• Assist with medical-related duties such as catheterization, gastrointestinal feedings, assistive breathing devices, colostomy and ileostomy needs
• Assist with carry-over of related services including Occupational Therapy, Physical Therapy, Speech, Adapted Physical Education, and Vision

Knowledge, Skills and Abilities

• Ability to develop and maintain an empathetic attitude toward disabled/handicapped students; willingness to learn specialized instructional/management techniques employed with disabled/handicapped students
• Ability to communicate and develop effective working relationships with students, parents, and staff
• Must be high school graduate or hold equivalence of a high school diploma and be willing to seek and maintain CPR certification

Education and Experience

• Any combination of education and experience equivalent to graduation from high school including basic keyboard and filing training
• Possession of an equivalent combination of training and experience which provides the required knowledge, skills, and abilities for the position

Physical Conditions and Nature of Work

• Duties performed typically in school settings including classroom, gym, cafeteria, auditorium, and recreational areas
• Frequent walking, standing, light lifting up to 80 pounds, and other physical activities necessary for the movement and comfort of disabled students
• Occasional travel with students on field trips may be necessary
• Regular movement of students by wheelchairs and other mechanical devices may be required
• Personal hygiene of disabled students in changing catheters, diapers, and clothing may be required
• Training and immunization against blood-borne pathogens may be necessary
• Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required
• Occasional attendance at parent conferences, building-level meetings, division-wide meetings, and training activities beyond normal assigned hours is necessary
• Daily personal and close contact with children to provide classroom management and learning environment support is required
• Regular contact with other staff members, parents, and medical professionals may be required
• Contacts with community and division-level staff may require considerable tact and diplomacy
• Contact with children requires considerable empathy and understanding of students with disabilities
• Must be able to work within various degrees of noise, temperature, and air quality
• Interruptions of work are routine
• Job responsibilities include both inside and outside duties
• Flexibility and patience are required
• Must be self-motivated and able to complete job assignments
• After-hour work may be required
• Must be able to work under stressful conditions
• Knowledge of universal hygiene precautions
• May be subject to physical and emotional outbursts by students, including behaviors such as hitting, kicking, spitting, scratching, and biting
• Dexterity of hands and fingers to assist/restrain students and operate specialized equipment or office equipment
• Sitting or standing for extended periods of time
• Bending at the waist, kneeling, or crouching to assist students
• Seeing to read a variety of materials and monitor student activities
• Hearing and speaking to exchange information
• Reaching overhead, above the shoulders, and horizontally
• Lifting or moving children from wheelchairs to tables or desks