Special Education CDC Instructional Assistant

We need to output HTML fragment with sections using

for headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. We must not repeat job title as heading. Must preserve all substantive info, no invented or summarizing away detail. Remove boilerplate, navigation, legal, EEO, etc. Also remove duplicated lines, application instructions. Must not include sections with filler like "commensurate with experience", "not specified", etc. So we need to parse the posting. Let's extract relevant info: Role: SPED Instructional Assistant II (SPED IA II) Education: Targeted job-related education that meets the organization's requirements Department/Group: Student Supports - Special Education Certificates & Licenses: Must have two years of college credit (48 semester credit hours from an accredited university, excluding remedial courses); an Associate's Degree from an accredited university; or a passing score on the Para-Pro exam. Must have or be willing to obtain First Aid and CPR certification and De-escalation and Restraint certification. Required Testing: Pre-employment Physical Exam Level/Salary Range: Support Salary Schedule (Inst. Asst. SPED IA II with or w/o cert.) Continuing Education/Training: None Specified HR Contact: HR Director or HR Generalist Position Type: Full Time Job Category: Classified Clearances: Criminal Justice Fingerprint/Background Clearance. Passing score on the Para-Pro exam in lieu of college credit FLSA Status: Non-Exempt Purpose: The job of Special Education Instructional Assistant was established for the purpose/s of working with individual and/or small groups of students under the supervision of a professionally licensed teacher in the supervision and Monitoring Review: Annually Descriptor Term Special Education - Special Education Instructional Assistant II (SPED IA II) instruction of students receiving support through an Individualized Education Plan (IEP). The SPED IA may provide support and services in the general education classroom, in a special education classroom, or during intervention. Employees in this classification will receive a variety of assignments including classroom support, intervention delivery, support services, data collection support, lunchroom, playground, and related arts support, etc. SLE Program Purposes: Specialized Learning Environments (SLEs) are class-based programs designed to serve students with multiple disabilities and significant academic, medical, social-emotional, behavior, and/or communication needs. Instruction in the SLE incorporates the use of federally mandated, evidence-based programs and is guided by the general education curriculum as defined through the state standards and district guiding tenants. This instruction is individualized to the student based on the content of their IEP. These programs are located in a number of elementary, middle, and high schools within Washington County School and include our Comprehensive Development Classrooms (CDC), Modified Academic Programs, and Behavior Intervention Programs; placement decisions are made by a student's IEP team. Essential Functions: a long list of duties. WORK ENVIRONMENT Physical Demands Required: The usual job demands heavy lifting over 60 lbs., occasionally (over 15% and up to 40 % of the time) within the classroom environment. Other physical demands that may be required are as follows: Pushing, pulling Climbing Stooping, kneeling Reaching Talking Hearing Seeing Assist students who may require extra support with their physical needs Temperament (Personal Traits): Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure. Adaptability to accepting responsibility for the direction, control, or planning of an activity. Adaptability to dealing with students, faculty, administration, and CO staff. Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria. This job description will be reviewed periodically and at the end of the academic year. The description may be amended to determine viability. Last Updated By: Jacki Wolfe Date: 03/19/2025 We need to produce sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide which sections have real content. - About the role: Could include purpose, description, department, position type, etc. We have purpose paragraph and description. So we can put About the role with purpose and maybe department. - Responsibilities: The essential functions list (duties). That's definitely responsibilities. - Requirements: Education, certificates, clearances, testing, etc. So we can include education, certificates & licenses, required testing, clearances, etc. - Qualifications: Might overlap with requirements; but we can separate: maybe qualifications include education, certificates, clearances, etc. However we need to avoid duplication. The instruction: "Prefer a few substantive sections over many thin ones." So we could combine education and certificates into Requirements, and maybe Qualifications not needed if overlapping. But we need to decide which sections to include based on content. We have: Education, Certificates & Licenses, Required Testing, Clearances, HR Contact (maybe not needed), Position Type (Full Time), Job Category (Classified), FLSA Status (Non-Exempt), Continuing Education/Training: None Specified (skip as filler). Level/Salary Range: Support Salary Schedule (Inst. Asst. SPED IA II with or w/o cert.) This is pay info but not specific numbers; it's a schedule reference. The instruction says: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state "Support Salary Schedule (Inst. Asst. SPED IA II with or w/o cert.)" That's a pay schedule reference, but not a specific number. Is that considered substantive? It says "Support Salary Schedule". Might be considered pay info but not a specific number. The rule: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state a salary schedule reference, so we could include a Pay section with that text. However we must avoid filler like "commensurate with experience". This is not filler; it's a specific schedule name. So we can include Pay. Schedule: Position Type: Full Time. That's schedule info (full-time). So we can include Schedule section with "Full Time". Benefits: Not mentioned. So skip Benefits. Skills: Could extract from essential functions: skills like adapting materials, administering first aid, de-escalation/restraint, implementing IEPs, etc. But we might not need a separate Skills section if we cover responsibilities. However we could include Skills if we have specific skill statements. The essential functions list includes many skill-based duties. Could we create a Skills section summarizing? But we must not invent or summarize away detail. We could list them as bullet points under Skills, but that would be summarizing. The instruction: "Preserve ALL substantive information; do NOT invent or summarize away detail." So we should not create a Skills section that summarizes; we should keep the essential functions as responsibilities. So we can omit Skills. Thus sections: About the role, Responsibilities, Requirements, Pay, Schedule. Check if any other sections like Qualifications have distinct content not covered. Qualifications could be education, certificates, clearances. That's basically Requirements. So we can skip Qualifications. Now we need to format. Use

for section headings. Use

• for any list of duties/requirements/benefits. Use

  for prose. We must not repeat job title as heading. We must not put Job ID/requisition numbers as headings. We must output only HTML fragment. Let's craft. About the role: include purpose paragraph and maybe department/position type. We have purpose paragraph: "The job of Special Education Instructional Assistant was established for the purpose/s of working with individual and/or small groups of students under the supervision of a professionally licensed teacher in the supervision and Monitoring Review: Annually Descriptor Term Special Education - Special Education Instructional Assistant II (SPED IA II) instruction of students receiving support through an Individualized Education Plan (IEP). The SPED IA may provide support and services in the general education classroom, in a special education classroom, or during intervention. Employees in this classification will receive a variety of assignments including classroom support, intervention delivery, support services, data collection support, lunchroom, playground, and related arts support, etc. SLE Program Purposes: Specialized Learning Environments (SLEs) are class-based programs designed to serve students with multiple disabilities and significant academic, medical, social-emotional, behavior, and/or communication needs. Instruction in the SLE incorporates the use of federally mandated, evidence-based programs and is guided by the general education curriculum as defined through the state standards and district guiding tenants. This instruction is individualized to the student based on the content of their IEP. These programs are located in a number of elementary, middle, and high schools within Washington County School and include our Comprehensive Development Classrooms (CDC), Modified Academic Programs, and Behavior Intervention Programs; placement decisions are made by a student's IEP team." That's a bit long but we keep it. Also we could add Department/Group: Student Supports - Special Education, Position Type: Full Time (but schedule separate). We'll keep About the role focusing on purpose and maybe department. Responsibilities: list essential functions. That's a huge list; we need to put each as

• . Must preserve all detail; we cannot omit any. So we need to copy each bullet point exactly as in the posting. The list begins with "Adapts classroom activities, assignments, and/or materials under the direction of the supervising teacher." and continues many items. We need to ensure we include all. Let's extract the list from the text: Essential Functions Adapts classroom activities, assignments, and/or materials under the direction of the supervising teacher. Adapts classroom work in order to provide students with instructional materials that address individualized learning plans within established lesson plans. Administers classroom assignments, tests, homework assignments, make-up work, etc. Administers immediate first aid and medical assistance as instructed by a health care professional (e.g. diapering, tube feeding, colostomy bags, medication, etc). Assists in completing all record-keeping requirements. Assists in designing/utilizing appropriate materials for individual students in the regular or special education classrooms. Assists in instructing children in health and personal habits, such as eating, resting, and toilet habits. (Specifically Early Intervention) Assists in maintaining a safe work and play environment. Assists regular and special education teachers in facilitating modifications and/or adaptations in the educational environment, instructional materials and/or equipment for special education students. Assists students, individually or in small groups, with lessons to practice and/or reinforce learning concepts and assist students in reaching academic goals and grade-level standards. Assists students, under supervision of special education and/or regular education teachers, in working toward meeting IEP objectives and goals. Assists teacher in maintaining a positive, orderly, and academically focused learning condition in the instructional environment. Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job. Assumes the responsibility of having regular and timely attendance. Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the benefit of and in the best interest of students in the academic areas, athletics, special programs, extra-curricular activities, etc. Communicate with teachers as may be required to assist in evaluating progress and/or implement IEP objectives (where applicable). Discusses assigned duties with classroom teachers to coordinate instructional efforts. Dresses children and changes diapers as necessary. Employs and implements de-escalation/restraint strategies. Restraint training and certification is required. Employs special education strategies or techniques during instruction to improve the development of sensory and perceptual-motor skills, language, cognition, or memory as directed by supervising teacher. Follows all board policies, school system rules and administrative regulations. Fosters cooperative social behavior through activities and group projects to assist students in forming satisfying relationships with other students and adults. Implements IEPs that focus on improving areas of skill deficits. Implements self-care programs, including providing direct assistance to students (e.g., toileting, positioning, lifting feeding, etc.) as needed and under the direction of the supervising teacher. Implements