Special Education Assistant (SEA) - Muir - 0.5 FTE - 26-27 SY
for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. The posting includes: Starting Compensation: $25.47 Hourly Wage (26-27 Salary Schedule). That's pay info. Also mentions "In addition, we have a great compensation package. Visit our benefits page and compensation page for more information." No specific benefits listed. So we cannot create Benefits section unless specific content. No schedule info. So we can include Pay section with the compensation details. Also we have "About the role" maybe from purpose of position etc. We have "Responsibilities" from Essential Duties And Responsibilities. We have "Qualifications" from Required Qualifications and License Or Certification Requirements. We have "Skills" from Knowledge, Skills, and Abilities Required to Perform Essential Job Functions. Also we might have "About the district" but not required. The instruction: Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can choose appropriate headings. We need to preserve all substantive information. Must not repeat job title as heading. Must not put Job ID etc. Must remove boilerplate. So we need to extract relevant content.
Let's parse the posting:
- Starting Compensation: $25.47 Hourly Wage (26-27 Salary Schedule)
- Employment Type: Non-Exempt
- MMSD is seeking highly motivated and energetic applicants! Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning.
- Why You Should Work with MMSD! (some description)
- Becoming a Model School District (vision etc)
- About Our District (description)
- Purpose Of Position (description)
- Supervisory Responsibilities: None
- Essential Duties And Responsibilities (list)
- Other Duties as Assigned (list)
- Knowledge, Skills, and Abilities Required to Perform Essential Job Functions: (list)
- Required Qualifications (list)
- License Or Certification Requirements (Wisconsin DPI Special Education Program Aide License (1015))
- Physical Requirements (list)
- Working Conditions (list)
- The above statements... (boilerplate) maybe ignore.
We need to create sections: About the role (maybe purpose of position + about district?), Responsibilities (essential duties), Qualifications (required qualifications + license), Skills (knowledge, skills, abilities), Pay (starting compensation). Possibly also include Employment Type? Could be part of About the role or separate? Not required heading. Could embed in About the role paragraph.
We must not create Benefits or Schedule sections because no specific content.
We must not include filler like "commensurate with experience". Not present.
We need to output only HTML fragment, no /. Use headings, - for lists,
for prose.
We need to preserve all substantive information. So we need to include details like employment type, MMSD seeking highly motivated, etc. Also include the vision statements? Might be considered substantive but could be considered boilerplate? It's about district vision; maybe we can include in About the role or About the district. The instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The vision statements are not boilerplate; they are substantive about the district. So we can include them.
We need to avoid duplication: there are repeated vision statements (two similar paragraphs). We should deduplicate.
Let's extract unique substantive content:
- MMSD is the second-largest school district in Wisconsin. Vision: ensure every school is a thriving school, preparing every student to graduate from high school ready for college, career, and community. Welcoming environment, anti-racist, culturally responsive, inclusive. Strategy: three major goals: all children achieve academically, schools are places where children and adults thrive, Black youth excel at school. Retain staff committed to anti-racist, culturally responsive, inclusive. Provide challenging and rewarding work environment, support career path, develop talented workforce representing diversity. Need dynamic leaders and support staff.
- About Our District: serves >25,000 students, more than half students of color, almost half low income, nearly one third English Language Learners, >100 languages represented. Madison schools committed to making district a place where every child thrives.
- Purpose Of Position: Under supervision of building principal/department leader and daily direction of Special Education Teacher or Student Services staff, the Special Education Assistant performs highly specialized work with students with disabilities across developmental lifespan. Adapts to specific needs: fostering foundational development in early childhood, supporting academic access in 4K-12, providing supplementary aids/services to follow IEPs, Behavior Support, Regulation Plans, coaching vocational independence in 18-21 transition services. Exact population varies by location/assignment.
- Supervisory Responsibilities: None.
- Essential Duties And Responsibilities: broken into categories with bullet-like sentences. We need to convert to
- . The text includes headings like Instructional Support & Academic Assistance, Behavioral Intervention & Student Supervision, Personal Care & Physical Assistance, Data Collection & Documentation, Team Collaboration & Logistics, Other Duties as Assigned. We can either keep those as subheadings? Not required; we can just list all duties as list items. But to preserve structure, we could keep subheadings as
maybe? But instruction: Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but we should follow that pattern. Probably better to keep the main sections as h3 and inside use - for list of duties. We can include the category headings as
or inside the list? Simpler: just list all duties as - items, preserving the content.
We need to ensure we don't lose any duty details. Let's extract each duty sentence.
From 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. This includes supporting students in emotional regulation and behavioral success using district-approved techniques and safety protocols; providing high-quality supervision during lunch, recess, field trips, and the loading/unloading of school buses; and coaching professional workplace etiquette and social cues.
- 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.
- Active Supervision: Maintain proactive, focused awareness of all students by intentionally positioning oneself to see and hear at all times. This involves scanning the environment to anticipate risks and provide a safety net while still allowing for student growth. This includes, but is not limited to: Performing frequent headcounts and maintaining "reach-close" proximity during playground transitions or high-sensory play. Strategically moving throughout the room during lessons, maintaining a "line of sight" for all students, and recognizing early precursors to behavioral or medical distress to intervene before an escalation occurs. Utilizing "discreet shadowing" at a community job site, monitoring from a distance to ensure the student navigates the workplace safely without hindering their professional independence.
Personal Care & Physical Assistance:
- Daily Living Support: Perform sensitive personal care tasks, including changing/dressing, eating, diapering/potty training, bathroom assistance, and administering tube feedings or medications per health plans.
- Dignified Assistance: Ensure all care is performed with the highest respect for privacy and age-appropriateness.
- Mobility & Technology: 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.
- Hygiene: Maintain strict sanitation protocols and PPE usage to ensure a safe environment for students and staff.
Data Collection & Documentation:
- Progress Monitoring: Record objective data, as directed by CC Teachers, that can be used for the development of student programming. This data could be related to a student's IEP goals, developmental milestones, ABC behavior logs, and Post-Secondary Transition Plan (PTP) vocational metrics (18–21).
- Communication: 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.
- Confidentiality: 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:
- Multidisciplinary Feedback: Collaborate with teachers, OT, PT, SLP, and external agencies (like the DVR) to provide feedback on the effectiveness of modifications.
- Operational Readiness: Prepare sensory kits (playdough, heavy work tools) and organize the learning or vocational environment.
- Community Logistics: Coordinate and execute daily travel schedules for community-based instruction and work-site rotations.
Other Duties as Assigned:
- Perform other duties as assigned by leadership or their representatives or designees.
- 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.
Now Knowledge, Skills, and Abilities Required to Perform Essential Job Functions: list each bullet.
- 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; aligned with district-mandated training.
- 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
headings, - for lists,
for prose.
We need to preserve all substantive information. So we need to include details like employment type, MMSD seeking highly motivated, etc. Also include the vision statements? Might be considered substantive but could be considered boilerplate? It's about district vision; maybe we can include in About the role or About the district. The instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The vision statements are not boilerplate; they are substantive about the district. So we can include them.
We need to avoid duplication: there are repeated vision statements (two similar paragraphs). We should deduplicate.
Let's extract unique substantive content:
- MMSD is the second-largest school district in Wisconsin. Vision: ensure every school is a thriving school, preparing every student to graduate from high school ready for college, career, and community. Welcoming environment, anti-racist, culturally responsive, inclusive. Strategy: three major goals: all children achieve academically, schools are places where children and adults thrive, Black youth excel at school. Retain staff committed to anti-racist, culturally responsive, inclusive. Provide challenging and rewarding work environment, support career path, develop talented workforce representing diversity. Need dynamic leaders and support staff.
- About Our District: serves >25,000 students, more than half students of color, almost half low income, nearly one third English Language Learners, >100 languages represented. Madison schools committed to making district a place where every child thrives.
- Purpose Of Position: Under supervision of building principal/department leader and daily direction of Special Education Teacher or Student Services staff, the Special Education Assistant performs highly specialized work with students with disabilities across developmental lifespan. Adapts to specific needs: fostering foundational development in early childhood, supporting academic access in 4K-12, providing supplementary aids/services to follow IEPs, Behavior Support, Regulation Plans, coaching vocational independence in 18-21 transition services. Exact population varies by location/assignment.
- Supervisory Responsibilities: None.
- Essential Duties And Responsibilities: broken into categories with bullet-like sentences. We need to convert to
- . The text includes headings like Instructional Support & Academic Assistance, Behavioral Intervention & Student Supervision, Personal Care & Physical Assistance, Data Collection & Documentation, Team Collaboration & Logistics, Other Duties as Assigned. We can either keep those as subheadings? Not required; we can just list all duties as list items. But to preserve structure, we could keep subheadings as
maybe? But instruction: Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but we should follow that pattern. Probably better to keep the main sections as h3 and inside use - for list of duties. We can include the category headings as
or inside the list? Simpler: just list all duties as - items, preserving the content.
We need to ensure we don't lose any duty details. Let's extract each duty sentence.
From 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. This includes supporting students in emotional regulation and behavioral success using district-approved techniques and safety protocols; providing high-quality supervision during lunch, recess, field trips, and the loading/unloading of school buses; and coaching professional workplace etiquette and social cues.
- 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.
- Active Supervision: Maintain proactive, focused awareness of all students by intentionally positioning oneself to see and hear at all times. This involves scanning the environment to anticipate risks and provide a safety net while still allowing for student growth. This includes, but is not limited to: Performing frequent headcounts and maintaining "reach-close" proximity during playground transitions or high-sensory play. Strategically moving throughout the room during lessons, maintaining a "line of sight" for all students, and recognizing early precursors to behavioral or medical distress to intervene before an escalation occurs. Utilizing "discreet shadowing" at a community job site, monitoring from a distance to ensure the student navigates the workplace safely without hindering their professional independence.
Personal Care & Physical Assistance:
- Daily Living Support: Perform sensitive personal care tasks, including changing/dressing, eating, diapering/potty training, bathroom assistance, and administering tube feedings or medications per health plans.
- Dignified Assistance: Ensure all care is performed with the highest respect for privacy and age-appropriateness.
- Mobility & Technology: 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.
- Hygiene: Maintain strict sanitation protocols and PPE usage to ensure a safe environment for students and staff.
Data Collection & Documentation:
- Progress Monitoring: Record objective data, as directed by CC Teachers, that can be used for the development of student programming. This data could be related to a student's IEP goals, developmental milestones, ABC behavior logs, and Post-Secondary Transition Plan (PTP) vocational metrics (18–21).
- Communication: 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.
- Confidentiality: 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:
- Multidisciplinary Feedback: Collaborate with teachers, OT, PT, SLP, and external agencies (like the DVR) to provide feedback on the effectiveness of modifications.
- Operational Readiness: Prepare sensory kits (playdough, heavy work tools) and organize the learning or vocational environment.
- Community Logistics: Coordinate and execute daily travel schedules for community-based instruction and work-site rotations.
Other Duties as Assigned:
- Perform other duties as assigned by leadership or their representatives or designees.
- 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.
Now Knowledge, Skills, and Abilities Required to Perform Essential Job Functions: list each bullet.
- 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; aligned with district-mandated training.
- 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
for prose. We need to preserve all substantive information. So we need to include details like employment type, MMSD seeking highly motivated, etc. Also include the vision statements? Might be considered substantive but could be considered boilerplate? It's about district vision; maybe we can include in About the role or About the district. The instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The vision statements are not boilerplate; they are substantive about the district. So we can include them. We need to avoid duplication: there are repeated vision statements (two similar paragraphs). We should deduplicate. Let's extract unique substantive content: - MMSD is the second-largest school district in Wisconsin. Vision: ensure every school is a thriving school, preparing every student to graduate from high school ready for college, career, and community. Welcoming environment, anti-racist, culturally responsive, inclusive. Strategy: three major goals: all children achieve academically, schools are places where children and adults thrive, Black youth excel at school. Retain staff committed to anti-racist, culturally responsive, inclusive. Provide challenging and rewarding work environment, support career path, develop talented workforce representing diversity. Need dynamic leaders and support staff. - About Our District: serves >25,000 students, more than half students of color, almost half low income, nearly one third English Language Learners, >100 languages represented. Madison schools committed to making district a place where every child thrives. - Purpose Of Position: Under supervision of building principal/department leader and daily direction of Special Education Teacher or Student Services staff, the Special Education Assistant performs highly specialized work with students with disabilities across developmental lifespan. Adapts to specific needs: fostering foundational development in early childhood, supporting academic access in 4K-12, providing supplementary aids/services to follow IEPs, Behavior Support, Regulation Plans, coaching vocational independence in 18-21 transition services. Exact population varies by location/assignment. - Supervisory Responsibilities: None. - Essential Duties And Responsibilities: broken into categories with bullet-like sentences. We need to convert to
- . The text includes headings like Instructional Support & Academic Assistance, Behavioral Intervention & Student Supervision, Personal Care & Physical Assistance, Data Collection & Documentation, Team Collaboration & Logistics, Other Duties as Assigned. We can either keep those as subheadings? Not required; we can just list all duties as list items. But to preserve structure, we could keep subheadings as
maybe? But instruction: Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but we should follow that pattern. Probably better to keep the main sections as h3 and inside use
- for list of duties. We can include the category headings as
or inside the list? Simpler: just list all duties as
- items, preserving the content. We need to ensure we don't lose any duty details. Let's extract each duty sentence. From 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. This includes supporting students in emotional regulation and behavioral success using district-approved techniques and safety protocols; providing high-quality supervision during lunch, recess, field trips, and the loading/unloading of school buses; and coaching professional workplace etiquette and social cues. - 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. - Active Supervision: Maintain proactive, focused awareness of all students by intentionally positioning oneself to see and hear at all times. This involves scanning the environment to anticipate risks and provide a safety net while still allowing for student growth. This includes, but is not limited to: Performing frequent headcounts and maintaining "reach-close" proximity during playground transitions or high-sensory play. Strategically moving throughout the room during lessons, maintaining a "line of sight" for all students, and recognizing early precursors to behavioral or medical distress to intervene before an escalation occurs. Utilizing "discreet shadowing" at a community job site, monitoring from a distance to ensure the student navigates the workplace safely without hindering their professional independence. Personal Care & Physical Assistance: - Daily Living Support: Perform sensitive personal care tasks, including changing/dressing, eating, diapering/potty training, bathroom assistance, and administering tube feedings or medications per health plans. - Dignified Assistance: Ensure all care is performed with the highest respect for privacy and age-appropriateness. - Mobility & Technology: 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. - Hygiene: Maintain strict sanitation protocols and PPE usage to ensure a safe environment for students and staff. Data Collection & Documentation: - Progress Monitoring: Record objective data, as directed by CC Teachers, that can be used for the development of student programming. This data could be related to a student's IEP goals, developmental milestones, ABC behavior logs, and Post-Secondary Transition Plan (PTP) vocational metrics (18–21). - Communication: 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. - Confidentiality: 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: - Multidisciplinary Feedback: Collaborate with teachers, OT, PT, SLP, and external agencies (like the DVR) to provide feedback on the effectiveness of modifications. - Operational Readiness: Prepare sensory kits (playdough, heavy work tools) and organize the learning or vocational environment. - Community Logistics: Coordinate and execute daily travel schedules for community-based instruction and work-site rotations. Other Duties as Assigned: - Perform other duties as assigned by leadership or their representatives or designees. - 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. Now Knowledge, Skills, and Abilities Required to Perform Essential Job Functions: list each bullet. - 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; aligned with district-mandated training. - 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
- for list of duties. We can include the category headings as