Instructional Assistant - Special Education, Behavior Support

Overview

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.)

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.

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.

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: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.