Special Education Assistant II - Post Program

Special Education Assistant II
- Post High Program - 2026-27 School Year

Albemarle County Public Schools Post High Program
- Charlottesville, Virginia

Starting Date: Aug 3, 2026

The mission of the ACPS Post High Program is to foster inclusion by leveraging students’ functional job skills and academic knowledge through personalized education and support, to ensure student growth and success academically and in the community to become lifelong learners.

We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti‑Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child.

ACPS employees enjoy competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more.

The Special Education Assistant II provides support to the instructional program with specific responsibility for assisting in the supervision, care, and instruction of students with special needs; assisting in implementing plans for instruction; monitoring student behavior; documenting activities and progress; and supporting students’ IEP goals. The Assistant will provide extended classroom support and follow‑up for students who receive special services; monitor and model evidence‑based behavior intervention strategies;

help with data collection and analysis; communicate with special education teacher or behavior specialist regarding further needs; and ensure that behavior interventions are practiced with fidelity. The Assistant will be a resource for equitable opportunities for students with challenging behaviors; maintain the interventions with existing supports in the school; and streamline the shift of responsibility to the school staff. The Assistant provides responsible para‑professional, clerical, and human support in assisting the classroom teacher in the management and instruction of special education students;

and performs related tasks as required and directed. All work is performed under the direction and supervision of the classroom teacher, however, the aide may independently carry out particular aspects of the instructional program which include activities outside of the normal school facility.

• Develop and maintain a pleasant and orderly classroom environment.
• Assist students in the completion of learning tasks assigned by classroom teachers.
• Lead and/or facilitate teaching of individuals in 1:1, small group, or whole class instruction.
• Carry out instructional plans as designated by the classroom teacher and, if appropriate, the student’s IEP.
• Maintain student training data according to prescribed procedures.
• Assist individual students as necessary to follow routines, directions, and schedules.
• Procure, set up, and operate audio‑visual equipment.
• Assist in the development and implementation of individual student schedules, sensory programs, motor group activities, discrete trial drills, and/or student behavior management plans.
• Create alternative activities for independent work based on teacher‑directed activities.
• Assist in the coordination of school and home supports and work tasks.
• Assist with data collection and facilitating accommodations as required by the classroom teacher or supervisor.
• Communicate effectively with special education teacher to help facilitate the IEP goals of students.
• Demonstrate cooperation, openness for growth, and willingness to contribute to a team approach to the educational program.
• Assist in maintaining student records, collecting lunch monies, and related instructional activities as directed.
• Monitors student attendance, behavior, and suspension data.
• Perform clerical duties such as typing, filing, and duplicating.
• Provide direct support to staff by introducing and modeling research‑based interventions.
• Provide direct support to students by teaching and modeling research‑based…