Educational Assistant; EA IV - Affective ; Program

Position: Educational Assistant (EA IV) - Affective Needs (AN) Program
## Educational Assistant (EA IV) - Affective Needs (AN) Program Apply locations:
Soaring Hawk Elementary time type:
Full time posted on:
Posted Todaytime left to apply:
End Date:
September 2, 2026 (30+ days left to apply) job requisition :
Req-## Please complete this application using your full legal name as it appears on your government issued forms of identification when you have time to go from start to finish. Application details cannot be saved along the way, and you must complete and submit the application in one sitting. If you leave your computer and return later, you may time out.
* REMINDER:
Current DCSD employees must apply through their district log-on, this application is for external candidates only!*##
** Job Posting

Title:

** Educational Assistant (EA IV) - Affective Needs (AN) Program##

Job Description:

Provides specialized, intensive, and individualized support to students with Affective Needs (AN), who exhibit complex emotional, behavioral, and mental health challenges. As a critical member of the special education team, is primarily responsible for implementing crisis intervention strategies, facilitating emotional regulation, and fostering a safe, structured, and therapeutic learning environment. Develops and promotes good community relations among various community members and school clientele.
ESSENTIAL

PHYSICAL REQUIREMENTS:

Occasional lifting of forty (40) to seventy (70) pounds    Frequent bending, standing, sitting, walking  Occasional reaching, kneeling, bending, squatting, or standing   Ability to run short distances    EQUIPMENT & VEHICLES USED:  General classroom equipment.
ESSENTIAL ENVIRONMENTAL DEMANDS:  Mostly clean and comfortable.  Some classroom level noise.## Position Specific Information (if Applicable):## Responsibilities:
* Perform other related duties as assigned or requested.
** Emotional & Behavioral Support:
*** Implement student-specific crisis intervention and de-escalation strategies with fidelity, adhering to established protocols (e.g., Nonviolent Crisis Intervention - CPI).
* Provide consistent and calm support to students during moments of emotional distress or behavioral crisis, facilitating a return to regulation.
* Assist students with developing and utilizing social-emotional learning (SEL) and coping skills, and support their appropriate use of a sensory/safe room or designated therapeutic space.
* Implement student-specific Positive Behavior Intervention Plans (BIPs), focusing on proactive strategies and teaching replacement behaviors.
* Collect and maintain accurate daily data on student behavior and emotional progress as required by the IEP team.
** Program & Safety Support:
*** Maintain a high level of situational awareness to proactively identify and address escalating behaviors in the classroom and throughout the school.
* Collaborate closely with the Special Education Teacher, School Psychologist, School Counselor, Social Worker, and other mental health professionals to ensure a unified approach to student support.
* Ensure the immediate safety and well-being of all students, responding effectively to all safety and crisis concerns.
* Respect confidentiality regarding student needs and abilities.
** Instructional Support:
*** Assist the Special Education Teacher with the implementation of the Individualized Education Program (IEP) goals related to social, emotional, and academic development.
* Support students in accessing the curriculum, completing assignments, and managing the demands of the school environment, including tasks that are modified or accommodated based on the IEP.
* Facilitate restorative practices and social skills groups as directed by the teacher or school mental health professionals.
* Support students' successful transition and integration into the general education setting by providing scaffolding and emotional support.##

Certifications:

First Aid & CPR Certification - American Heart Association##

Education:

High School or Equivalent (Required)##

Skills:

● Demonstrated ability to remain calm, objective, and effective during student crises or high-stress behavioral situations.,
● Strong communication, interpersonal, and collaborative skills,…