Special Education REACH Instructional Aide @ Youngblood Intermediate

Special Education REACH Instructional Aide @ Youngblood Intermediate

Starting Date: Aug 3, 2026

This role assists teachers in implementing individualized education plans (IEPs) for students with disabilities, supporting them in instructional activities, classroom management, and specialized services as required.

Education/Certification:

• High School graduate or equivalent (GED)
• Eligible for appropriate paraprofessional certification

Special Knowledge/Skills/Abilities:

• Demonstrate interest in and aptitude for work to be performed
• Strong organizational, communication, and interpersonal skills
• Able to maintain effective working relationships with all stakeholders
• Ability to multi-task activities

Experience:

• None

• Engage students in instructional activities under the direction of the teacher.
• Help students master instructional materials assigned by teachers.
• Perform clerical duties in support of the special education classroom (record student attendance, reproduce instructional materials, type forms, create bulletin boards and classroom displays, etc.).
• Assist in the modification of instructional materials.
• Administer, score, and record achievement and diagnostic tests, objective-type teacher‑made tests and quizzes, and grades as the teacher recommends for students.
• Work with individual students or small groups to reinforce learning of material or skills initially taught by the teacher.
• Collect and record data related to students’ IEP objectives and educational plans.
• Catalogue and file instructional materials; maintain an inventory of supplies and equipment, and prepare orders/requisitions for needed materials.
• Read to students, listen to students read, and participate in other forms of oral communication with students.
• Operate equipment used in the classroom for instructional purposes.
• Assist students in the library or media center.
• Assist with the supervision of students during lunch periods, assemblies, play periods, and movement of group to special classes.
• Maintain a high level of ethical behavior and confidentiality of information about students as is expected of teachers.
• Participate in training as assigned.
• Provide explicit instruction to small groups of students using a lesson plan designed by the teacher.
• Support classroom teacher in maintaining a positive learning environment and maintaining student discipline.
• Perform personal hygiene functions when assigned per students’ needs: bathing/cleaning; clothes changing; diapering; feeding; maintaining facial hair; maintaining menstrual hygiene; maintaining nasal hygiene; and toileting and/or toilet training.
• Perform medically related services when assigned per students’ needs, following training by a nurse: cleaning catheter; tube‑feeding; suctioning; lifting/transferring (minimum of 50 pounds); monitoring seizure activity; and performing cardiopulmonary resuscitation (CPR).
• Perform physical/behavioral management procedures: administering therapeutic holds; administering physical restraints; monitoring scheduled reinforcement; monitoring students in isolation; escorting students with visual impairments (Orientation & Mobility); and transferring students in wheelchairs and/or other mobility devices.
• Perform specialized services: transcribing Braille; monitoring augmentative communication devices; utilizing facilitated communication; supervising students during community‑based instruction.
• Demonstrate and maintain competence in delivering PCS in accordance with IEP requirements.
• Perform PCS tasks as specified in each student’s IEP.
• Maintain timely and accurate documentation of all SHARS billable PCS activities.

Other

• Follow district safety protocols and emergency procedures.
• Maintain an appropriate level of technology competence to meet the current and future needs of Alief.
• Implement alternative methods of instruction as needed.
• Perform other duties as assigned.

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of Instructional Paraprofessional Personnel.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used:
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