Behavioral & Instructional Support Aide III 183 Days (2026-2027)

Job Title:AideWage/HourStatus:Nonexempt

Job Role:Behavioral & InstructionalSupportIII

Funding Source:

• TitleIPartA211

• TitleIIPartA211

• TitleIIPartASupportingEffectiveInstruction2555

• TitleIIIPartA263

• TitleIVPartA-287

• PerkinsV244

Pay Grade:PR3

Department/School:Assigned Campus

Function:Educational Support

Reports to:Campus Principaland Teacher(s) Assigned

HR Date Approved:February 2021

HRDateRevised:October 2025

Title I Part A- 211The intent of Title I Part Ais to provide supplemental resources to LEAs to help schools with high concentrationsofstudentsfromlow-incomefamiliesprovidehigh-qualityeducationthatwillenableallchildrentomeetthe challenging state academic standards.

Title II Part A-Supporting Effective Instruction- 255The intent of Title II Part A is to provide resources to LEAS to increase student achievement improve the quality and effectiveness of teachers principals and other school leader and to increase the numberofteachersprincipalslandotherschoolleaderswhoareeffectiveinimprovingstudentacademicachievementinschools.

Title III Part A- 263The intent of Title III Part A is to provide supplemental resources to LEAs to help ensure that children who areEnglishlearnersincludingimmigrantchildrenandyouthattainEnglishproficiencyathighlevelsinacademicsubjectsandcan meet the same challenging State academic standards that all children are expected to meet.

TitleIV PartA-287TheintentofTitleIVPartAisto improvetheacademicachievementofallstudentsbyincreasingthecapacity of LEAs schools and communities to provide all students with access to a well-rounded education improve school conditions for student learning and improve the use of technology in order to enhance academic outcomes and digital literacy of students.

PerkinsV244TheintentofPerkinsV244istoexpandopportunitiesforeverystudenttoexplorechooseandfollowcareerand technical education programs of study and career pathways to earn credentials of value.

SUMMARY:

Under immediate supervision ofa certifiedclassroom teacher provides support instruction classroom management and discipline in a highly structured and orderlyenvironment.

The essential functions pursuant to the Americans with Disabilities Act may include the characteristic duties and responsibilities noted herein however this list represents examples only and is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

• Model KISD core organizational beliefs and values;perform duties effectively and efficiently for the purpose of supporting and contributing to high student achievement.

• Provide program support and service delivery; communicate effectively within and across teams and participate in cross-functional work groups.

• Maintain a commitment to theDistrictmission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals.

MAJORRESPONSIBILITIES AND DUTIES

Instructional Support

• Provide instruction to students under the direction ofteacherwork with individual students or small groups.

• Helpthe teacherprepare instructional materials and classroom displays.

• Help maintain a neat and orderly classroom.

• Helpthe teacherkeep administrative records and prepare required reports.

• Assist with administration and scoring of objective testing instruments or work assignmentsas directed.

• Provide orientation and assistance to substitute teachers.

Student Management

• Manage student behavior and administer discipline according toBoardPoliciesAdministrativeRegulations and Individual Education Plans (IEP).

• Record student discipline interventions through collaboratively campus developed process.

• Help supervise students throughoutthe schoolday inside and outside includes lunchroom bus and playground duty.

• Help manage the behavior of assigned student(s).Thismayincludeassistingin crisis situations and restraining disruptive or dangerous studentbehavior alongside teacher and/or campus administrator direction ifneeded therefore must be trained in Crisis Prevention Institute Training (CPI Training) if assistance is expected.

• Recognize differences in students physical communicative and emotional needs and adapt methods and interaction according.

• Work with assignedstudent(s) or small groups to develop motor skills and conduct instructional exercises assigned by teacher.

• Keep teacher informed of special needs or problems of assignedstudent(s).

Policy Reports and Law

• Maintain confidentiality.

• Participate in professional development programs faculty meetings and special events as assigned.

• Comply with all policies operating procedures legal requirements and verbal and written directives.

• Comply with the Professional Code of Ethics and Standard Practices forTexasEducators.

• Follow District safety protocols and emergency procedures.

• Perform other related duties as assigned.

QUALIFICATIONS:

Education/Certification:

• HighSchoolDiploma or hold a General Educational Development (GED)Certificate

• Valid TexasEducationalAideCertificate

• Crisis Prevention Institute Training if required by campus
• Have met formal academic assessmentassociate degree or two years of study at an institution of higher learning*

• *Required byEvery Student Succeeds Act (ESSA)for aides who are providing instructional support in Title I Part A program.

Experience:

• One (1) yearsuccessful experienceworking with children

• *For Title I Part A Programs: Two(2) years successful experience working with children in an educational setting

SPECIAL KNOWLEGDGE/SKILLS/ABILITIES:

• Ability to work with children withbehavior challenges

• Ability to follow verbal and written instructions

• Ability to communicate effectively

• Strong organizational communication and interpersonal skills

• Ability to use personal computer

• Knowledge of general office equipment

SUPERVISORY RESPONSIBILITES:

• None

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

• Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students

Posture:

• Frequent standing; kneeling/squatting bending/stooping pushing/pulling and twisting

Motion:

• Frequent walking and reaching

Lifting:

• Frequent light lifting and carrying (less than 15 pounds); Occasional heavy lifting (45-80poundsunassisted and 81-200 pounds assisted) and controlling behavior through physical restraint

Environment:

• Work to be completed on-site from assigned school orbuildingregular exposure to noise and computer monitors

• No remote work

Mental Demands:

• Work with frequent interruptions; maintain emotional control understresswork;prolonged or irregular hours