Special Ed. Instructional Assistant; IA - CDC

Job Title

SPED Instructional Assistant II (SPED IA II)

• Targeted job‑related education that meets the organization's requirements.
• Must have two years of college credit (48 semester credit hours from an accredited university, excluding remedial courses); an Associate’s Degree from an accredited university; or a passing score on the Para‑Pro exam.

• First Aid and CPR certification.
• De‑escalation and Restraint certification (Restraint training and certification is required).
• Para‑Pro exam passing score (in lieu of college credit).

Full Time.

Location:

TBD.

Classified, FLSA Status:
Non‑Exempt.

Support students under the supervision of a professionally licensed teacher in classrooms, intervention settings, and other school contexts. Provide essential services—classroom support, intervention delivery, data collection, lunchroom assistance, playground supervision, and related arts—across a range of educational settings.

• Adapt classroom activities, assignments, and materials under teacher direction.
• Administer classroom assignments, tests, homework, and make‑up work.
• Provide immediate first aid and medical assistance as instructed (e.g., diapering, tube feeding, medication).
• Assist in record‑keeping and student documentation.
• Assist in designing/utilizing appropriate materials for individual students in regular or special‑education classrooms.
• Instruct children in health and personal habits (e.g., eating, resting, toilet habits).
• Maintain a safe work and play environment.
• Facilitate modifications and adaptations in instructional materials and equipment.
• Assist students individually or in small groups with lessons to practice and reinforce learning concepts.
• Assist students in meeting IEP objectives and goals under teacher supervision.
• Maintain a positive, orderly, academically focused learning environment.
• Follow safety rules and proper procedures associated with the job.
• Communicate with teachers regarding student progress and IEP implementation.
• Coordinate instructional efforts with classroom teachers.
• Dress children and change diapers as necessary.
• Employ and implement de‑escalation/restraint strategies.
• Employ special‑education strategies or techniques to improve sensory, perceptual‑motor skills, language, cognition, or memory.
• Follow all board policies, school system rules, and administrative regulations.
• Foster cooperative social behavior through activities and group projects.
• Implement IEPs focusing on skill deficits and self‑care programs.
• Implement instructional programs and lesson plans under teacher supervision.
• Instruct and monitor students in the use and care of equipment to prevent injuries.
• Maintain personal integrity and strong work ethic.
• Maintain classroom equipment, work areas, and records.
• Maintain confidentiality of employee, student, and parent records per legal and system guidelines.
• Ride the school bus, if required, and participate in bus safety drills.
• Monitor and supervise students in various settings (classroom, playground, field trips, library, cafeteria, bus).
• Observe students or parents for signs of health or behavioral concerns and report to the teacher.
• Complete required professional learning/training hours (e.g., child development, early childhood education, health/safety).
• Prepare lesson materials, exhibits, equipment, and demonstrations.
• Provide direct academic and social skills instruction within the classroom or in small groups.
• Report incidents involving weapons, drugs, fighting, or suspected abuse to the appropriate agency or principal.
• Respond to emergencies and safety concerns promptly.
• Support classroom management and individual discipline plans, ensuring safety.
• Support behavioral intervention plans and utilize positive behavioral supports.
• Use special education teaching tools and equipment as directed by the supervising teacher.
• Work directly with students in regular and special‑education classrooms providing special assistance and instruction.

• Perform other job‑related duties as assigned.

Typical job demands include heavy lifting up to 60 lb., with an occasional requirement (over 15 % of the time) of pushing, pulling, climbing, stooping, kneeling, reaching, and speaking. Other demands: hearing, seeing, and assisting students with physical needs as required.

• Adaptability to performing a variety of duties while maintaining efficiency and composure.
• Adaptability to accepting responsibility for planning, controlling, or directing activities.
• Adaptability to working with students, faculty, administration, and other staff.
• Adaptability to making assessments and decisions based on sensory or judgmental criteria.

This position is subject to periodic review. The description may be amended to reflect changes in the role or additional responsibilities.