Special Education Assistant (SEA) - West - 0.938 FTE - 26-27 SY

We need to output HTML fragment with sections: About the role? Actually we need to use headings for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections when posting has real specific content. We have Starting Compensation: $25.47 Hourly Wage (26-27 Salary Schedule). That's pay info. Also maybe schedule? Not given. Benefits: mention "great compensation package" and "Visit our benefits page and compensation page for more information." Not specific benefits listed, so we should not create Benefits section because no specific benefits. Pay: we have Starting Compensation: $25.47 Hourly Wage (26-27 Salary Schedule). So we can include Pay section with that info. Schedule: not given, so omit. We need sections: About the role (maybe purpose of position). Responsibilities (essential duties). Requirements (maybe license or certification). Qualifications (required qualifications). Skills (knowledge, skills, abilities). Pay (starting compensation). Possibly also "About the district" but not required heading; we could put under About the role? The instruction: Use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we should follow those exact headings when we have content. We need to preserve all substantive information, not invent. Remove boilerplate etc. We need to include content under each heading using

for prose,

• for lists. We need to avoid repeating job title as heading. Job title is "Student Services West High"? Actually posting: "Student Services West High Starting Compensation: $25.47 Hourly Wage (26-27 Salary Schedule) Employment Type: Non-Exempt". The title maybe "Student Services West High"? Not sure. We'll not repeat. We need to include meta like Employment Type maybe as a short paragraph under About the role? Could embed. Let's extract sections: About the role: Could include purpose of position, description of district, why work with MMSD, etc. But we need to avoid fluff? We need to preserve substantive info. The posting includes a lot about district vision, mission, etc. That's substantive. We'll include under About the role. Responsibilities: Essential Duties And Responsibilities list (instructional support, behavioral intervention, personal care, data collection, team collaboration, other duties). We'll make a
  list. Requirements: Could include License Or Certification Requirements (Wisconsin DPI Special Education Program Aide License (1015)). Also maybe Physical Requirements? But Physical Requirements maybe under Requirements? Could also be under Qualifications? The instruction: Use headings Requirements, Qualifications, Skills. We need to decide what goes where. Typically Requirements = license/certification, maybe education. Qualifications = education/experience. Skills = knowledge, skills, abilities. We'll follow that. Thus: Requirements: License Or Certification Requirements: Wisconsin Department of Public Instruction Special Education Program Aide License (1015). Must have current license or obtain within timeframe. Qualifications: Required Qualifications: Candidates must meet one of: Associate’s Degree; 48 academic credits beyond high school; pass onsite assessment. Skills: Knowledge, Skills, and Abilities Required to Perform Essential Job Functions list (Inclusive Practices, Instructional Adaptability, Behavioral Support & De-escalation, Assistive Technology Proficiency, Personal Care Competency, Data Accuracy, Interpersonal Collaboration, Environmental Navigation, Physical Strength & Mobility, Stamina & Positioning, Sensory Awareness, Observation & Monitoring, Hygiene & Safety Compliance, Transportation Assistance, Professional Growth). We'll list as
  . Pay: Starting Compensation: $25.47 Hourly Wage (26-27 Salary Schedule). Employment Type: Non-Exempt maybe also include. Schedule: none. We should also include maybe "About the district" content under About the role. We must not include boilerplate like EEO, navigation, legal, duplicated lines. Remove repeated vision statements? There's duplicate vision statement appears twice. We should keep only one instance? The instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. Remove duplicated lines. So we need to deduplicate. The vision statement appears twice: "We have a simple but bold vision — to ensure that every school is a thriving school, that prepares every student to graduate from high school ready for college, career, and community." and later similar. We'll keep one. Also repeated "We welcome applicants who will actively contribute..." etc. Might be duplicate. We'll keep one. We need to be careful not to lose substantive info. Let's craft About the role paragraph(s) combining: - MMSD is second-largest school district in Wisconsin. - Vision: ensure every school thrives, prepares students for college, career, community. - Commitment to anti-racist, culturally responsive, inclusive. - Strategic framework: three goals (academic achievement, thriving schools, Black youth excel). - Serve >25,000 students, >50% students of color, ~50% low income, ~1/3 ELL, >100 languages. - Purpose of Position: Under supervision of principal/dept 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, adapting to specific needs: fostering foundational development in early childhood, supporting academic access in 4K-12, providing supplementary aids/services per IEPs, Behavior Support, Regulation Plans, coaching vocational independence in 18-21 transition services. Exact population varies by location/assignment. We can include that as prose. Now Responsibilities: list items from Essential Duties And Responsibilities. We need to capture each bullet: 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. We'll put these as
  • items, maybe grouping but okay. Requirements: License Or Certification Requirements: Wisconsin Department of Public Instruction Special Education Program Aide License (1015). Must have current license or obtain within timeframe determined by District. Qualifications: Required Qualifications: Candidates must meet one of: Associate’s Degree; 48 academic credits beyond high school; pass an onsite assessment offered by the District in lieu of meeting one of the requirements above. Skills: Knowledge, Skills, and Abilities Required to Perform Essential Job Functions list: - 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 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