Special Education Instructional Assistant - Special Assignment (One-on-One)
for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to include only sections that have real specific content. The posting includes: Position Purpose (maybe About the role), Minimum Qualifications (Education, Training, Experience), Knowledge, Skills, and Abilities (KSAs), Certification and License Requirements, Preferred Qualifications, Essential Duties and Responsibilities, Additional Duties and Responsibilities- SATA Only, Work Environment/Physical Requirements, Effective Date, Disclaimer (boilerplate to remove). Also includes: Position Title, Working Title, School/Department, Location, Pay Grade, FLSA Status, Eligibility for Employment Contract, Work Week Schedule. Some of these are metadata; we should fold minor metadata into a short
or drop it. We should not repeat job title as heading. We should not put Job ID/requisition numbers as headings (none). We should not include cookie/navigation/legal/EEO etc. The posting includes disclaimer which is boilerplate; we should remove it. Also "EFFECTIVE DATE: 3/2025" maybe minor metadata; could be included in a short
. Pay grade is Noncertified Grade 21; FLSA status Nonexempt; Work week schedule Monday-Friday (occasional evenings and weekends/ Workday must not exceed more than 40 hours per week and begins at least 30 minutes prior to the instructional day for students.) That's schedule info; we could include a Schedule section if there is real specific content. The posting does have schedule details, so we can include a Schedule section with that content. Pay: they gave Pay Grade but not actual pay amount; we should not create Pay section unless posting actually states them (like salary range). It only says Pay Grade Noncertified Grade 21, not a dollar amount. According to rule: never create Pay/Schedule/Benefits sections unless the posting actually states them. For Schedule, they do state schedule details, so we can include Schedule. For Pay, they only give grade, not actual pay; maybe we should not include Pay section. Benefits: not mentioned. So we omit Benefits and Pay. We need to include sections: About the role (maybe Position Purpose), Responsibilities (Essential Duties and Responsibilities plus Additional Duties), Requirements (maybe Minimum Qualifications + Certification?), Qualifications (maybe Education/Training/Experience), Skills (KSAs), Schedule (work week schedule). We need to avoid filler headings. Ensure we preserve all substantive information. We need to use
for section headings. Use - for any list of duties/requirements/benefits. Use
for prose.
We need to decide how to structure lists. For Essential Duties and Responsibilities, it's a paragraph with many sentences separated by semicolons; we could turn each sentence into a list item? The rule: Use
- for any list of duties/requirements/benefits. The posting already has a list-like structure but not explicit bullet. We could convert each duty into
- . That would preserve info. Similarly for Additional Duties. For KSAs, it's a list of abilities separated by semicolons; we could make
- . For Minimum Qualifications: Education, Training, Experience: we could make list.
We must not invent or summarize away detail. So we need to keep all details.
Let's extract content:
Position Purpose: "Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning."
That's prose; could be
.
Minimum Qualifications: (See Education and Training for requirements for TITLE I schools) then KSAs separate. Actually the Minimum Qualifications section includes: "MINIMUM QUALIFICATIONS: (See Education and Training for requirements for TITLE I schools ) KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) ..." It seems they combined. Then later they have Education EDUCATION, TRAINING, AND EXPERIENCE ALL SCHOOLS ... and IF TITLE I SCHOOL ... Then CERTIFICATION AND LICENSE REQUIREMENTS ... Then PREFERRED QUALIFICATIONS: ...
Thus we need to parse.
Let's extract:
MINIMUM QUALIFICATIONS: (See Education and Training for requirements for TITLE I schools ) KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps; Working knowledge of successful instructional delivery methods; Working knowledge of general classroom activities and routines; Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations; Ability to work in a team environment and effectively collaborate with others; Ability to motivate students; Ability to constantly monitor and supervise the safety and well-being of students; Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
That's KSAs.
Then Education EDUCATION, TRAINING, AND EXPERIENCE ALL SCHOOLS High school diploma or GED. EDUCATION, TRAINING, AND EXPERIENCE IF TITLE I SCHOOL Meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting.
CERTIFICATION AND LICENSE REQUIREMENTS Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed .
PREFERRED QUALIFICATIONS: CPR and First Aid certification; Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations).
ESSENTIAL DUTIES AND RESPONSIBILITIES: Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students. Assists teachers with strategies related to the implementation of students’ behavioral intervention plans. Aids teachers with planning and organizing, evaluating instructional activities, developing classroom procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan. Demonstrates professional and technical skills necessary to function effectively in the classroom and to support student achievement and the school program. Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times. Provides in-class support while promoting progress towards independence and self-determination for all students. Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs. Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality. Participates in the district staff development program and continued professional growth in the area of assignment. Coordinates, assists, and facilitates student transitions between classes; assists students by providing for special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student; Activities related to seizure control; Feeding needs; Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices; Behavioral assistance and CPI skills. Performs other related duties as assigned.
ADDITIONAL DUTIES AND RESPONSIBILITIES- SATA Only : Assigned to be a one-on-one instructional assistant to a student who has severe to profound learning disabilities. Attends and successfully completes specialized training, as determined by student’s IEP.
Work Environment/Physical Requirements This job operates in a classroom environment and requires sitting and standing throughout the day. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community. Work is considered medium physical work, requiring the exertion of up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques.
EFFECTIVE DATE: 3/2025
DISCLAIMER: ... (remove)
Also we have metadata: Position Title (Oracle title) INSTRUCTIONAL ASSISTANT-SPECIAL EDUCATION WORKING TITLE Special Education Instructional Assistant-General Curriculum Special Education Instructional Assistant-Adapted Curriculum Special Assignment Instructional Assistant (SAIA) SCHOOL/DEPARTMENT Elementary, Middle, or High School LOCATION School Site PAY GRADE Noncertified Grade 21 FLSA STATUS Nonexempt ELIGIBILITY FOR EMPLOYMENT CONTRACT No WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends/ Workday must not exceed more than 40 hours per week and begins at least 30 minutes prior to the instructional day for students.)
We should fold minor metadata into a short
or drop it. Probably we can include a brief paragraph with Position Title, Working Title, School/Department, Location, Pay Grade, FLSA Status, Eligibility, Work Week Schedule. But we already have Schedule section; we could include schedule there. The other metadata could be a short
at top.
We must not repeat job title as heading. So we can include a
with that info.
Now decide sections:
- About the role: Position Purpose (maybe also brief metadata). Could combine.
- Responsibilities: Essential Duties and Responsibilities + Additional Duties (SATA). Could be two subsections? But we only have headings for Responsibilities. We can put all duties under Responsibilities.
- Requirements: Minimum Qualifications (Education/Training/Experience) + Certification and License Requirements? Could be Requirements.
- Qualifications: Preferred Qualifications? Actually Qualifications could be Preferred Qualifications. But we already have Requirements for minimum; Qualifications for preferred.
- Skills: KSAs.
- Schedule: Work week schedule.
We need to avoid empty sections. Ensure each heading has substantive content.
Let's craft HTML:
Position Title: Instructional Assistant-Special Education; Working Titles: Special Education Instructional Assistant-General Curriculum, Special Education Instructional Assistant-Adapted Curriculum, Special Assignment Instructional Assistant (SAIA); School/Department: Elementary, Middle, or High School; Location: School Site; Pay Grade: Noncertified Grade 21; FLSA Status: Nonexempt; Eligibility for Employment Contract: No.
Then About the role
Position Purpose: Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures
for prose. We need to decide how to structure lists. For Essential Duties and Responsibilities, it's a paragraph with many sentences separated by semicolons; we could turn each sentence into a list item? The rule: Use
- for any list of duties/requirements/benefits. The posting already has a list-like structure but not explicit bullet. We could convert each duty into
- . That would preserve info. Similarly for Additional Duties. For KSAs, it's a list of abilities separated by semicolons; we could make
- . For Minimum Qualifications: Education, Training, Experience: we could make list.
We must not invent or summarize away detail. So we need to keep all details.
Let's extract content:
Position Purpose: "Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning."
That's prose; could be
. Minimum Qualifications: (See Education and Training for requirements for TITLE I schools) then KSAs separate. Actually the Minimum Qualifications section includes: "MINIMUM QUALIFICATIONS: (See Education and Training for requirements for TITLE I schools ) KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) ..." It seems they combined. Then later they have Education EDUCATION, TRAINING, AND EXPERIENCE ALL SCHOOLS ... and IF TITLE I SCHOOL ... Then CERTIFICATION AND LICENSE REQUIREMENTS ... Then PREFERRED QUALIFICATIONS: ... Thus we need to parse. Let's extract: MINIMUM QUALIFICATIONS: (See Education and Training for requirements for TITLE I schools ) KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps; Working knowledge of successful instructional delivery methods; Working knowledge of general classroom activities and routines; Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations; Ability to work in a team environment and effectively collaborate with others; Ability to motivate students; Ability to constantly monitor and supervise the safety and well-being of students; Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public. That's KSAs. Then Education EDUCATION, TRAINING, AND EXPERIENCE ALL SCHOOLS High school diploma or GED. EDUCATION, TRAINING, AND EXPERIENCE IF TITLE I SCHOOL Meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting. CERTIFICATION AND LICENSE REQUIREMENTS Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed . PREFERRED QUALIFICATIONS: CPR and First Aid certification; Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations). ESSENTIAL DUTIES AND RESPONSIBILITIES: Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students. Assists teachers with strategies related to the implementation of students’ behavioral intervention plans. Aids teachers with planning and organizing, evaluating instructional activities, developing classroom procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan. Demonstrates professional and technical skills necessary to function effectively in the classroom and to support student achievement and the school program. Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times. Provides in-class support while promoting progress towards independence and self-determination for all students. Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs. Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality. Participates in the district staff development program and continued professional growth in the area of assignment. Coordinates, assists, and facilitates student transitions between classes; assists students by providing for special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student; Activities related to seizure control; Feeding needs; Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices; Behavioral assistance and CPI skills. Performs other related duties as assigned. ADDITIONAL DUTIES AND RESPONSIBILITIES- SATA Only : Assigned to be a one-on-one instructional assistant to a student who has severe to profound learning disabilities. Attends and successfully completes specialized training, as determined by student’s IEP. Work Environment/Physical Requirements This job operates in a classroom environment and requires sitting and standing throughout the day. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community. Work is considered medium physical work, requiring the exertion of up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. School can contact the school’s Physical Therapist for assistance, if needed, for proper lifting techniques. EFFECTIVE DATE: 3/2025 DISCLAIMER: ... (remove) Also we have metadata: Position Title (Oracle title) INSTRUCTIONAL ASSISTANT-SPECIAL EDUCATION WORKING TITLE Special Education Instructional Assistant-General Curriculum Special Education Instructional Assistant-Adapted Curriculum Special Assignment Instructional Assistant (SAIA) SCHOOL/DEPARTMENT Elementary, Middle, or High School LOCATION School Site PAY GRADE Noncertified Grade 21 FLSA STATUS Nonexempt ELIGIBILITY FOR EMPLOYMENT CONTRACT No WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends/ Workday must not exceed more than 40 hours per week and begins at least 30 minutes prior to the instructional day for students.) We should fold minor metadata into a short
or drop it. Probably we can include a brief paragraph with Position Title, Working Title, School/Department, Location, Pay Grade, FLSA Status, Eligibility, Work Week Schedule. But we already have Schedule section; we could include schedule there. The other metadata could be a short
at top. We must not repeat job title as heading. So we can include a
with that info. Now decide sections: - About the role: Position Purpose (maybe also brief metadata). Could combine. - Responsibilities: Essential Duties and Responsibilities + Additional Duties (SATA). Could be two subsections? But we only have headings for Responsibilities. We can put all duties under Responsibilities. - Requirements: Minimum Qualifications (Education/Training/Experience) + Certification and License Requirements? Could be Requirements. - Qualifications: Preferred Qualifications? Actually Qualifications could be Preferred Qualifications. But we already have Requirements for minimum; Qualifications for preferred. - Skills: KSAs. - Schedule: Work week schedule. We need to avoid empty sections. Ensure each heading has substantive content. Let's craft HTML:
Position Title: Instructional Assistant-Special Education; Working Titles: Special Education Instructional Assistant-General Curriculum, Special Education Instructional Assistant-Adapted Curriculum, Special Assignment Instructional Assistant (SAIA); School/Department: Elementary, Middle, or High School; Location: School Site; Pay Grade: Noncertified Grade 21; FLSA Status: Nonexempt; Eligibility for Employment Contract: No.
ThenAbout the role
Position Purpose: Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures
- . For Minimum Qualifications: Education, Training, Experience: we could make list.
We must not invent or summarize away detail. So we need to keep all details.
Let's extract content:
Position Purpose: "Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning."
That's prose; could be