Special Education Assistant (SEA) - Sánchez - 0.447 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. Supervisory Responsibilities: None.

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.
• Instructional Support & Academic Assistance – Academic Reinforcement (4K–12): Implement modified curriculum and intervention strategies to maximize student independence within the general education environment.
• Instructional Support & Academic Assistance – 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.
• Instructional Support & Academic Assistance – 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; provide high-quality supervision during lunch, recess, field trips, and loading/unloading of school buses; coach professional workplace etiquette and social cues.
• Behavioral Intervention & Student Supervision – 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.
• Behavioral Intervention & Student Supervision – 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 allowing for student growth. Perform frequent headcounts and maintain "reach-close" proximity during playground transitions or high-sensory play. Strategically move throughout the room during lessons, maintaining a "line of sight" for all students, and recognize early precursors to behavioral or medical distress to intervene before escalation. Utilize "discreet shadowing" at a community job site, monitoring from a distance to ensure the student navigates the workplace safely without hindering 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.
• Personal Care & Physical Assistance – Dignified Assistance: Ensure all care is performed with the highest respect for privacy and age-appropriateness.
• Personal Care & Physical Assistance – 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.
• Personal Care & Physical Assistance – 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).
• Data Collection & Documentation – 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.
• Data Collection & Documentation – 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.
• Team Collaboration & Logistics – Operational Readiness: Prepare sensory kits (playdough, heavy work tools) and organize the learning or vocational environment.
• Team Collaboration & Logistics – 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.

Requirements

• Have an Associate's Degree, OR
• Have completed 48 academic credits beyond high school, OR
• Pass an onsite assessment offered by the District in lieu of meeting one of the requirements above.

Qualifications

• 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