Special Education Assistant II-Mountain View Upper Elementary-2026-27 School Year

About the role

The Special Education Assistant II provides support to the instructional program with specific responsibility for assisting in the supervision, care, and instruction of students with special needs.

Responsibilities

• Develops and maintains a pleasant and orderly classroom environment.
• Affords assistance in the completion of learning tasks assigned by classroom teachers.
• Facilitates teaching of individuals in 1:1, small group, or whole class instruction.
• Carries out instructional plans as designated by the classroom teacher and if appropriate the student's Individual Educational Plan (IEP).
• Maintains student training data according to prescribed procedures.
• Affords assistance to 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 regularly and systematically account for the student's IEP.
• Procures, sets up, and operates audio-visual equipment.
• Affords assistance 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.
• Creates alternative activities for independent work based on teacher-directed activities.
• Affords assistance in the coordination of school and home supports and work tasks.
• Affords assistance with data collection and facilitating accommodations as required by the classroom teacher or supervisor.
• Communicates effectively with special education teacher information to help facilitate the IEP goals of the students.
• Demonstrates cooperation, openness for growth, and willingness to contribute to a team approach to the educational program.
• Affords assistance in the maintenance of students' records, collection of lunch monies, and related instructional activities (e.g., field trips, library, assembly, etc.) as directed.
• Maintains student attendance, behavior, and suspension data.
• Performs such clerical duties as typing, filing, and duplicating at the direction of the classroom teacher.
• Provides direct support to staff by introducing and modeling research/evidence-based interventions.
• Provides direct support to students by teaching and modeling research/evidence-based interventions and curriculum.
• Coordinates with Specialists and school staff to implement behavior curriculum.
• Coordinates with Specialists and school staff to develop effective intervention plans.
• Coordinates with Specialists and school staff to develop crisis/safety plans.
• Provides interventions to enable students to remain in school and/or help stabilize them.
• Supervises and trains students in the lunchroom or during lunch period.
• Supervises and trains students during free time and other non-instructional periods as directed by the classroom teacher.
• Maintains a notebook that will be monitored by the special education teacher and Specialists.
• 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.
• Affords assistance with daily living skills (i.e. toileting, feeding, diaper changes, positioning of students, etc.).
• Affords assistance with deregulated students.
• Participates in team meetings.
• Affords assistance with medical-related duties, i.e., catheterization, gastrointestinal feedings, assistive breathing devices, colostomy, and ileostomy needs.
• Affords assistance with carry-over of related services, i.e., Occupational Therapy, Physical Therapy, Speech, Adapted Physical Education, and Vision.
• Performs other duties as assigned by classroom teacher or principal.

Requirements

• 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.

Qualifications

• 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.