Instructional Assistant

Educational Support Personnel (ESP) Unit B

Reports To: Special Education Coordinator and Principal

Evaluated By: Special Education Coordinator and Principal

Qualifications:

• Bachelor's Degree preferred, in Psychology, Communication Disorders or Education
• Experience working with primary age children with disabilities, including Autism Spectrum Disorders and/or social/emotional/behavioral disabilities.
• Practical knowledge of Applied Behavior Analysis and intervention strategies, including social skills/ social thinking curricula.
• Current/active in-depth training/certification in Crisis Prevention and Intervention Strategies.
• Good organization and communication skills.

Job Responsibilities:

• Assists Teacher(s) in the smooth operation of the classroom.
• Assist Teacher(s) in implementing students' Individualized Education Programs (IEPs).
• Follows a daily schedule independently.
• To implement specific instructional programs, and collect, record student performance information and data.
• To implement various strategies and techniques consistent with identified behavior intervention plans and social skills facilitation methodologies across school settings.
• Assist students in accessing the regular education curriculum, as deemed by their IEPs. This includes all content areas: ELA/Reading, Math, Science, and Social Studies.

Specific Job Tasks:

• Under the direction of the Teacher, will actively facilitate students purposeful engagement in various learning centers, lessons and activities.
• Under the direction of the Teacher and other professional staff, will implement instructional programs related to IEP goals.
• Under the direction of the Teacher and other professional staff, will accurately collect and record data across primary settings.
• As directed by the Teacher, will participate in consultation meetings with staff regarding specific students and behavior/academic needs.
• Support students across school settings and provide specific information regarding students' performance, successes and challenges as well as the effectiveness of strategies/goals.
• In conjunction with school staff, implement social skills activities designed to target specific social skill deficit areas identified by students' IEP teams.
• Provides verbal and/or written feedback to the teachers regarding students' performance so that the special education team can make adjustments as may be necessary.
• Assists special education students in performing daily/regular classroom and/or ADL activities; these could be general routines and/or specifically designed for one or more special education students.
• Assists special education students in all academic areas as detailed in a child's IEP.
• Other duties/responsibilities related to the needs of students as may be assigned by Principal, Pre-School Coordinator, or Special Education Coordinator.

Physical/Mental Demands of the Job:

• Able to follow a daily schedule independently.
• Able to physically restrain children weighing up to 80 pounds.
• Able to sit on the floor and/or in chairs sized for young children for up to 45-60 consecutive minutes.
• Able to shift positions rapidly and frequently, going between sitting, standing, squatting, etc. quickly.
• Able to reach above head in order to assist or lift children on play equipment.
• Able to multitask in a busy classroom environment, concurrently monitoring the actions of children in multiple learning centers.
• Able to participate in PE classes and recesses.
• Able to write and speak clearly.

Work Environment:

• Be able to work in a close environment
• Be able to work in moderately noisy environment
• Be able to handle frequent interruptions

Physical Requirements:

• Ability to lift 25 lbs.
• Be physically and emotionally capable of carrying-out responsibilities and duties in a busy, computerized environment.
• This position requires hand/wrist movement as in writing or using a computer keyboard/mouse and moderate to frequent exertion in body movements such as reaching, bending and twisting.
• Vision requirements include the ability to read routine and complex documents and to use a computer.