Special Education Assistant (SEA) - Sennett - 0.586 FTE - 26-27 SY

About the role

The Special Education Assistant provides highly specialized support to students with disabilities across early childhood, K–12 academics, and transition services for ages 18–21. Duties vary by assignment and may include early-childhood play-based learning, academic reinforcement, job coaching at community work sites, positive behavior support, personal care, assistive technology coaching, data collection, and environmental adaptations. The role reports to a building principal or department leader and the daily direction of a Special Education Teacher or Student Services staff member.

Responsibilities

• Instructional Support & Academic Assistance
  • Early Childhood (4K): Support play-based learning by guiding students through centers (sensory, blocks, dramatic play) and scaffolding foundational skills such as tool use and letter recognition.
  • Academic Reinforcement (4K–12): Implement modified curriculum and intervention strategies to maximize student independence within general education settings.
  • Transition (Ages 18–21): Provide on-site job coaching at community work sites; perform task analysis to break vocational duties into steps and gradually fade support as students gain mastery.
  • Inclusive Literacy: Prepare adapted materials (recorded books, visual schedules, communication boards) so all students can access grade-level content at their developmental level.
• Behavioral Intervention & Student Supervision
  • Assist with monitoring and implementing positive behavior strategies, behavior intervention plans (BIPs), and “safe space” procedures; support emotional regulation and behavioral success using district-approved techniques and safety protocols.
  • Provide high-quality supervision during lunch, recess, field trips, and school bus loading/unloading.
  • Coach professional workplace etiquette and social cues.
  • Modify physical and social environments to foster belonging and increase engagement.
  • Maintain proactive, focused awareness by intentionally positioning to see and hear at all times; perform frequent headcounts and maintain “reach-close” proximity during transitions or high-sensory play.
  • Use “discreet shadowing” at community job sites to monitor from a distance without hindering student independence.
• Personal Care & Physical Assistance
  • Perform sensitive personal care tasks: changing/dressing, eating, diapering/potty training, bathroom assistance, tube feedings or medication administration per health plans.
  • Ensure all care is delivered with respect for privacy and age-appropriateness.
  • Assist with student transfers and 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.
• Data Collection & Documentation
  • Record objective data as directed (IEP goals, developmental milestones, ABC behavior logs, Post-Secondary Transition Plan vocational metrics).
  • Provide daily updates via notebooks, “Home-to-School” folders, or electronic logs to families and teams.
  • Ensure absolute FERPA/HIPAA compliance regarding all student records.
• Team Collaboration & Logistics
  • Collaborate with teachers, OT, PT, SLP, and external agencies (e.g., DVR) to provide feedback on modifications.
  • Prepare sensory kits and organize learning or vocational environments.
  • Coordinate daily travel schedules for community-based instruction and work-site rotations.
• Other Duties as Assigned
  • Attend district and school functions that support MMSD’s strategic framework and core values.
  • Complete district-required training.
  • Build collaborative relationships with business partners.

Knowledge, Skills, and Abilities

• Inclusive Practices: Understanding of special education terminology and ability to maintain high expectations for all students.
• Instructional Adaptability: Ability to modify and deliver curriculum materials and literacy activities as directed by licensed professionals 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 (diapering, bathroom assistance, tube feedings) while maintaining student dignity.
• Data Accuracy: Skill in recording objective academic and behavioral data and maintaining strict student confidentiality under FERPA/HIPAA guidelines.
• Interpersonal Collaboration: Ability to communicate effectively with a multidisciplinary team (OT, PT, SLP, 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 per district policy) and assist with orthopedic equipment.
• Stamina & Positioning: Ability to stand, walk, kneel, squat, and reach for extended periods; keep pace with students during transitions, recess, or community outings.
• Sensory Awareness: Ability to work in environments with varying noise, 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 appropriate staff immediately.
• Hygiene & Safety Compliance: Commitment to following strict health and sanitation policies, including use of PPE when necessary.
• Transportation Assistance: Ability to safely assist students with 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

• Associate’s degree or 48 academic credits beyond high school or pass an onsite assessment offered by the District.
• Wisconsin Department of Public Instruction Special Education Program Aide License (1015); must obtain 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

• Work in varied environments: classrooms, “living labs,” job sites, and outdoors in inclement weather.
• 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.