Instructional Assistant-SEVERE SPED

GENERAL FUNCTION

The job of Instructional Assistant - Special Education was established for the purpose/s of providing support to the instructional program within an assigned classroom and under the supervision of a teacher or administrator, with specific responsibility for assisting in the supervision, care, and instruction of special needs students in the regular classroom or in a self-contained classroom; assisting in implementing plans for instruction; monitoring student behavior during non-classroom time; providing information to appropriate school personnel; and attending some IEP meetings and training meetings.

ESSENTIAL FUNCTIONS

The employee is responsible to:

• Assist with the physical, emotional, and educational needs of students with disabilities in a self-contained setting.
• Provides extensive assistance with the implementation of the student's IEP, including implementing behavior management plans. Provide information to the teacher as appropriate in the development of IEPs.
• Assist the teacher in adapting lesson plans to meet the needs of individual students.
• Tutor students individually or in groups under the direction of the teacher.
• Assist teachers in tracking data concerning academic and behavioral student progress and reporting progress to the classroom teacher.
• Assist in the implementation of a Behavioral Intervention Plan with consistency and fidelity.
• May perform one or more of the following specific duties as assigned (e.g.; instruct students by following lesson plans in the absence of the teacher; toileting needs, including diapering; feeding students, including G-Tube feeding; supervise students on the playground, field trips or job site; assist students in the use of technology, including computers, braille notes, communication devices, adaptive devices, tablets or other devices; assist students with mobility and adaptive physical equipment; perform testing and assessment; assist in administering medications or other medical assistance to students after extensive training; assist students on/off buses; intervention with, and management of, students who may be aggressive, self-abusive, angry, emotional, have infectious diseases and/or have been subjected to personal physical abuse; clean and disinfect classroom, equipment and other items as needed; teach life skills; travel to various locations within the District to provide assistance, etc.).
• Assist classroom teacher by preparing materials/facilities for classroom instruction as directed (e.g., making copies, data collection, assembling materials, and/or assisting the teacher with general clerical duties).
• They may be assigned to ride a bus with students to or from school. Hours worked will either be as part of the contract day or will be paid as additional hours as determined by the principal.
• Maintain effective and positive communication with teachers, students, patrons, volunteers, and District employees.
• Maintain confidentiality of student or District information by following District policies regarding confidential information.
• This position requires punctual and regular daily attendance at the work location.

NON-ESSENTIAL FUNCTIONS

• Other duties and responsibilities as assigned by the principal.

This description should not be construed to contain every function/responsibility that may be required to be performed by an incumbent assigned to this position. The incumbent is required to perform other related functions as assigned. Other related functions can be performed for no more than 20 percent of an employee's normal workweek (i.e., eight (8) hours per week or thirty-two (32) hours per month).

QUALIFICATION REQUIREMENTS

• Requires a cleared criminal background check.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the education, knowledge, and experience requirements; the machine, tools, and equipment used; and any licenses or certifications required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position.

Minimum Job Qualifications:

• It requires a high school diploma, GED, or equivalent. Verification may be required.
• One year of successful work experience working with individuals with disabilities is preferred.
• Completion of required job-specific training within specified deadlines.
• Assistants working in Title I schools must be Highly Qualified and provide documentation to the District of Highly Qualified Status.
• It requires strong interpersonal skills and the ability to interact with students, teachers, staff, administrators, and other professional staff.
• Requires ability to solve a variety of complex situations relating to individual student needs and behaviors.
• Requires basic computer technology skills and the ability to learn to navigate school and student-specific programs.
• Knowledge of basic first aid preferred and ability to learn and assist students with complex medical needs.
• Must be self-motivated and proactive in completing tasks with minimal direction.

Machines. Tools & Equipment Used:

• Standard office equipment, educational technology, computers, and standard machines used in the teacher workroom.

Physical Requirements - Not limited to the following:

• Mobility: Ability to move around the classroom and school premises frequently. Capability to assist students with mobility challenges, including transferring in and out of wheelchairs and assisting with walkers and other mobility devices.

• Lifting and Carrying: Ability to lift and carry up to 50 pounds independently. Capability to assist with lifting and positioning students with physical disabilities. Ability to carry teaching materials, equipment, and supplies as needed.

• • Standing and Walking: Ability to stand for extended periods while monitoring and assisting students. Frequent walking throughout the school day to various locations, including classrooms, playgrounds, and other school facilities.

• Bending, Kneeling, and Squatting: Ability to bend, kneel, and squat to assist students with tasks such as tying shoes, picking up items, and other activities at ground level. Frequent crouching and reaching to support students during activities and transitions.

• Manual Dexterity: Sufficient hand and finger dexterity to assist students with writing, typing, and other fine motor skills. Ability to handle and manipulate instructional materials and adaptive equipment.

• Visual and Auditory Requirements: Adequate vision to supervise students, read instructional materials, and observe student behavior. Sufficient hearing to monitor student needs, respond to verbal communication and detect auditory signals from students and equipment.
• Communication: Ability to speak clearly and effectively to communicate with students, staff, and parents. Capability to understand and interpret verbal and non-verbal cues from students, especially those with communication difficulties.
• Environment: Willingness to work indoors and outdoors in various weather conditions. Ability to tolerate exposure to cleaning materials, classroom allergens, and potential student-related incidents such as biting or hitting.
• Physical Stamina: Ability to maintain energy and stamina throughout the school day to engage actively with students and perform duties effectively. Capacity to manage stress and remain calm in challenging situations.

Physical ability to perform the essential functions listed above with or without reasonable accommodation. Possess the physical, mental, and emotional stability to work under stressful conditions, including but not limited to deadlines, contract requirements, inspection requirements, and interaction with critical personnel.

NOTE: This list of essential and marginal functions and physical requirements is not exhaustive and may be supplemented in accordance with the requirements of the job.

Deadline to apply: December 22, 2025 or until filled