Behavioral & Instructional Support Aide III - 183 Days

Job Title: Aide Wage/Hour Status: Nonexempt


Job Role: Behavioral & Instructional SupportIII


Funding Source:

• Title I, Part A - 211

• Title II, Part A - 211

• Title II, Part A - Supporting Effective Instruction - 2555

• Title III, Part A - 263

• Title IV, Part A - 287

• Perkins V, 244

Pay Grade: PR 3


Department/School: Assigned Campus


Function: Educational Support


Reports to: Campus Principal and Teacher(s) Assigned


HR Date Approved: February 2021


HR Date Revised: October 2025


Title I, Part A- 211 The intent of Title I, Part A, is to provide supplemental resources to LEAs to help schools with high concentrations of students from low-income families provide high-quality education that will enable all children to meet the challenging state academic standards.


Title II, Part A-Supporting Effective Instruction- 255 The 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 number of teachers, principals land other school leaders who are effective in improving student academic achievement in schools.


Title III, Part A- 263 The intent of Title III, Part A is to provide supplemental resources to LEAs to help ensure that children who are English learners, including immigrant children and youth, attain English proficiency at high levels in academic subjects and can meet the same challenging State academic standards that all children are expected to meet.


Title IV, Part A- 287 The intent of Title IV, Part A is to improve the academic achievement of all students by increasing the capacity 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.


Perkins V, 244 The intent of Perkins V, 244 is to expand opportunities for every student to explore, choose, and follow career and technical education programs of study and career pathways to earn credentials of value.


SUMMARY:


Under immediate supervision of a certified classroom teacher, provides support instruction, classroom management, and discipline in a highly structured and orderly environment.


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 the District mission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals.

MAJOR RESPONSIBILITIES AND DUTIES

Instructional Support

• Provide instruction to students under the direction of teacher, work with individual students or small groups.

• Help the teacher prepare instructional materials and classroom displays.

• Help maintain a neat and orderly classroom.

• Help the teacher keep administrative records and prepare required reports.

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

• Provide orientation and assistance to substitute teachers.

Student Management

• Manage student behavior and administer discipline according to Board Policies, Administrative Regulations, and Individual Education Plans (IEP).

• Record student discipline interventions through collaboratively campus developed process.

• Help supervise students throughout the school day, inside and outside classroom. This includes lunchroom, bus, and playground duty.

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

• Recognize differences in student's physical, communicative, and emotional needs and adapt methods and interaction according.

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

• Keep teacher informed of special needs or problems of assigned student(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 for Texas Educators.

• Follow District safety protocols and emergency procedures.

• Perform other related duties as assigned.

QUALIFICATIONS:

Education/Certification:

• High School Diploma or hold a General Educational Development (GED) Certificate

• Valid Texas Educational Aide Certificate

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

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

Experience:

• One (1) year successful experience working 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 with behavior 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 (45-80 pounds unassisted and 81-200 pounds assisted) and controlling behavior through physical restraint

Environment:

• Work to be completed on-site from assigned school or building, regular exposure to noise and computer monitors

• No remote work

Mental Demands:

• Work with frequent interruptions; maintain emotional control under stress work; prolonged or irregular hours