Special Education Assistant (SEA) - Black Hawk - 0.165 FTE - 26-27 SY

About the role

Under the direct or general supervision of a building principal or department leader and the daily direction of a Special Education Teacher or Student Services staff, the Special Education Assistant performs highly specialized work with students with disabilities across the developmental lifespan. This position adapts to the specific needs of the assigned population: fostering foundational development in early childhood, supporting academic access in 4K–12, providing necessary supplementary aids and services to follow student Individual Education Programs (IEPs), Behavior Support, Regulation Plans, and coaching vocational independence in 18–21-year-old transition services. The exact population served will vary depending on the location and assignment of the role.

Responsibilities

• Instructional Support & Academic Assistance
  • Early Childhood (4K): Support “learning through play-based activities” by navigating centers (sensory, blocks, dramatic play) and scaffolding foundational skills like tool use (e.g., scissors, glue) and letter recognition.
  • Academic Reinforcement (4K–12): Implement modified curriculum and intervention strategies to maximize student independence within the general education environment.
  • Transition (Ages 18–21): Provide on-site job coaching at community work-sites. Perform task analysis to break down vocational duties into manageable steps and gradually fade support as the student gains mastery.
  • Inclusive Literacy: Prepare adapted materials (e.g., recorded books, visual schedules, or communication boards) to ensure all students can access content at their developmental level.
• Behavioral Intervention & Student Supervision
  • Positive Behavior Support: Assist with monitoring and implementing positive behavior strategies, behavior intervention plans (BIPs), and “safe space” procedures. Support students in emotional regulation and behavioral success using district-approved techniques and safety protocols.
  • Active Supervision: Maintain proactive, focused awareness of all students by intentionally positioning oneself to see and hear at all times; scan the environment to anticipate risks and provide a safety net while still allowing for student growth. Includes frequent headcounts, “reach-close” proximity during playground transitions or high-sensory play, and discreet shadowing at community job sites.
  • Environmental Adaptation: Assist in modifying the physical and social environment to foster a sense of belonging and increase student engagement in classroom and community activities.
• Personal Care & Physical Assistance
  • Perform sensitive personal care tasks, including changing/dressing, eating, diapering/potty training, bathroom assistance, and administering tube feedings or medications per health plans.
  • Ensure all care is performed with the highest respect for privacy and age-appropriateness.
  • Assist with student transfers and the application of adaptive devices (wheelchairs, standers, gait trainers). Coach students to use high- or low-tech communication devices to advocate for their own needs.
  • Maintain strict sanitation protocols and PPE usage to ensure a safe environment for students and staff.
• Data Collection & Documentation
  • Record objective data, as directed by CC Teachers, that can be used for the development of student programming (IEP goals, developmental milestones, ABC behavior logs, Post-Secondary Transition Plan vocational metrics).
  • Provide information contributing to notebooks, “Home-to-School” folders or electronic logs to provide families and teams with daily updates on successes, care needs, and community performance.
  • Ensure absolute FERPA/HIPAA compliance regarding all student records, acknowledging the legal status of students who have reached the age of majority.
• Team Collaboration & Logistics
  • Collaborate with teachers, OT, PT, SLP, and external agencies (like the DVR) to provide feedback on the effectiveness of modifications.
  • Prepare sensory kits (playdough, heavy work tools) and organize the learning or vocational environment.
  • Coordinate and execute daily travel schedules for community-based instruction and work-site rotations.
  • Attend district and school functions that support MMSD’s strategic framework, initiatives, and core values. Complete any and all district-required training. Build collaborative relationships with business partners.

Knowledge, Skills, and Abilities

• Inclusive Practices: Understanding of special education terminology and the ability to maintain high expectations for all students.
• Instructional Adaptability: Ability to modify and deliver curriculum materials and literacy activities as directed by a licensed professional to support diverse learning styles.
• Behavioral Support & De-escalation: Ability to remain calm and professional during high-stress situations while implementing positive behavior strategies and approved safety protocols.
• Assistive Technology Proficiency: Skill in operating and troubleshooting high- and low-tech adaptive devices, communication boards, and specialized educational software.
• Personal Care Competency: Ability to perform sensitive personal care tasks, including diapering, bathroom assistance, and tube feedings, while maintaining student dignity.
• Data Accuracy: Skill in recording objective academic and behavioral data (such as ABC logs) and maintaining strict student confidentiality under FERPA/HIPAA guidelines.
• Interpersonal Collaboration: Ability to communicate effectively with a multidisciplinary team (OT, PT, SLP, and teachers) to provide feedback on student performance.
• Environmental Navigation: Ability to transition smoothly between classroom, community-based, and vocational settings while maintaining a daily schedule.
• Physical Strength & Mobility: Ability to frequently lift, push, pull, and transfer students (often up to 50 lbs or more depending on district policy) and assist with orthopedic equipment like wheelchairs and standers.
• Stamina & Positioning: Ability to stand, walk, kneel, squat, and reach for extended periods; ability to keep pace with students during transitions, recess, or community outings.
• Sensory Awareness: Ability to work in environments with varying noise levels, lighting, and activity, while remaining focused on student safety and engagement.
• Observation & Monitoring: Ability to recognize subtle changes in a student’s physical health or emotional state and alert the appropriate supervisor or medical staff immediately.
• Hygiene & Safety Compliance: Commitment to following strict health and sanitation policies, including the use of personal protective equipment (PPE) when necessary.
• Transportation Assistance: Ability to safely assist students with the physical requirements of loading and unloading school buses and navigating field trip environments.
• Professional Growth: Willingness to engage in ongoing training to stay current on safety protocols, medical updates, and inclusive instructional strategies.

Required Qualifications

• Meet one of the following:
  • Have an Associate’s Degree
  • Have completed 48 academic credits beyond high school
  • Pass an onsite assessment offered by the District in lieu of meeting one of the requirements above.
• Wisconsin Department of Public Instruction Special Education Program Aide License (1015). The incumbent must have a current license or obtain a license within a timeframe determined by the District.

Physical Requirements

• Frequent lifting, pushing, and pulling (up to 50 lbs or more per district policy for student transfers).
• Ability to squat, kneel, reach, and stand for extended periods.
• Manual dexterity for operating office/medical equipment and handling small instructional tools.

Working Conditions

• Ability to work in varied environments: classrooms, “living labs,” job sites, and outdoors in inclement weather.
• Work may require travel to different locations within the district and to off-site meetings.
• School-based positions are required to be in-person unless otherwise directed by the building principal.