Special Education Assistant II Temporary- Greer ElementarySchool Year

The Special Education Assistant II provides support to the instructional program with specific responsibility for assisting in the supervision care and instruction of students with special needs; assisting in implementing plans for instruction; monitoring student behavior; documenting activities and progress; and supporting students IEP goals. The Special Education Assistant II will provide extended classroom support and followup for students who receive special services; monitor and model evidence/researchbased behavior intervention strategies based on recommendations by the special education teacher or behavior specialist/psychologist; help with data collection and analysis communicate with special education teacher and/or behavior specialist regarding further needs and ensure that behavior interventions will be practiced with fidelity. The Special Education Assistant II will be a resource for equitable opportunities for students with challenging behaviors; maintain the interventions with existing supports in the school and will streamline the shift of responsibility to the school staff. The Special Education Assistant II provides responsible paraprofessional clerical and human support in assisting the classroom teacher in the management and instruction of special education students; and performs related tasks as required and directed. All work is performed under the direction and supervision of the classroom teacher however the aide may independently carry out particular aspects of the instructional program which include activities outside of the normal school facility.

• Develops and maintains pleasant and orderly classroom environment (e.g. maintain instructional materials design bulletin boards assist special education teacher and/or students in cleanup activities etc.;
• Assists students in the completion of learning tasks assigned by classroom teachers;
• Leads and/or facilitates teaching of individuals in 1:1 small group or whole class instruction;
• Carries out instructional plans as designated by the classroom teacher and if appropriate the students Individual Educational Plan (IEP);
• Maintains student training data according to prescribed procedures;
• Assists individual students as necessary to follow routines follow directions follow an individual schedule and/or complete tasks. May need to strictly adhere to a daily schedule with regularly and systematically account for the students IEP;
• Procures sets up and operates audiovisual equipment;
• Assists in the development and implementation of individual student schedules sensory program and sensory activities motor group activities discrete trial drills and/or student behavior management plans;
• Creates alternative activities for independent work based on teacherdirected activities;
• Assists in the coordination of school and home supports and work tasks;
• Assists with data collection and facilitating accommodations as required by the classroom teacher or supervisor;
• Communicates effectively with special education teacher information to help facilitate the IEP goals of the students;
• Demonstrates cooperation openness for growth and willingness to contribute to a team approach to the educational program;
• Under the supervision of the classroom teacher and/or building principal assists in the maintenance of students records collection of lunch monies and related instructional activities (e.g. field trips library assembly etc. as directed;
• Monitors students attendance behavior and suspension data;
• Performs such clerical duties as typing filing and duplicating at the direction of the classroom teacher;
• Provides direct support to staff by introducing and modeling research/evidencebased interventions;
• Provides direct support to students by teaching and modeling research/evidencebased interventions and curriculum;
• Coordinates with Specialists and school staff to implement behavior curriculum;
• Provides transition plans and support for students moving from one educational setting to another;
• Coordinates with Specialists and school staff to develop effective intervention plans;
• Coordinates with Specialists and school staff to develop crisis/safety plans;
• Provides interventions to enable students to remain in school and/or help stabilize them;
• Supervises and trains students in the lunchroom or during lunch period;
• Supervises and trains students during free time and other noninstructional periods as directed by the classroom teacher;
• Maintains a notebook that will be monitored by the special education teacher and Specialists. It will contain the following: Weekly behavior logs to include observations and collected data; Behavior Intervention Plans (BIP) with progress notes; Social Skills lesson plans including social stories; Incident reports and office referrals; Log of communication with school staff family and outside agencies;
• Assists students with daily living skills (i.e. toileting feeding diaper changes positioning of students etc.;
• Assists with deregulated students;
• Participates in team meetings;
• Assists with medicalrelated duties i.e. catheterization gastrointestinal feedings assistive breathing devices colostomy and ileostomy needs;
• Assists with carryover of related services i.e. Occupational Therapy Physical Therapy Speech Adapted Physical Education and Vision;
• Performs other duties as assigned by classroom teacher or principal;

Ability to develop and maintain an empathetic attitude toward disabled/handicapped students; willing to learn specialized instructional/management techniques employed with disabled/handicapped students; ability to communicate and develop effective working relationships with students parents and staff; must be high school graduate or hold equivalence of a high school diploma and be willing to seek and maintain CPR to develop and maintain an empathetic attitude toward disabled/handicapped students; willing to learn specialized instructional/management techniques employed with disabled/handicapped students; ability to communicate and develop effective working relationships with students parents and staff; must be high school graduate or hold equivalence of a high school diploma and be willing to seek and maintain CPR certification.

Any combination of education and experience equivalent to graduation from high school including basic keyboard and filing training. Possession of an equivalent combination of training and experience which provides the required knowledge skills and abilities for the position.

Duties performed typically in school settings include classroom gym cafeteria auditorium and recreational areas. Frequent walking standing light lifting up to 80 pounds and other physical activities necessary for the movement and comfort of disabled students are required. Occasional travel with students on field trips may be necessary. Regular movement of students by wheelchairs and other mechanical devices may be required. Personal hygiene of disabled students in changing catheters diapers and clothing may be required. Training and immunization against bloodborne pathogens may be necessary. Occasional lifting of equipment such as audiovisuals weighing up to 50 pounds may be required. Occasional attendance at parent conferences buildinglevel meetings divisionwide meetings and training activities beyond normal assigned hours is necessary. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members parents and medical professionals may be required. Contacts with community and divisionlevel staff may require considerable tact and diplomacy. Contact with children requires considerable empathy and understanding of students with disabilities. Must be able to work within various degrees of noise temperature and air quality. Interruptions of work are routine. Job responsibilities include both inside and outside duties. Flexibility and patience are required. Must be selfmotivated and able to complete job assignments. Afterhour work may be required. Must be able to work under stressful conditions. Knowledge of universal hygiene precautions. May be subject to physical and emotional outbursts by students including such behaviors as hitting kicking spitting scratching and biting. Dexterity of hands and fingers assist/restrain students and operate specialized equipment or office equipment. Sitting or standing for extended periods of time. Bending at the waist kneeling or crouching to assist students. Seeing to read a variety of materials and monitor student activities. Hearing and speaking to exchange information. Reaching overhead above the shoulders and horizontally. Lifting or moving children from wheelchairs to tables or desks.

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.