Aide, SPED - Behavior Support Success

Special Education Aide

This position reports to the Principal or Designee and is for 179 days. The department is assigned to the campus where the role is performed.

The primary purpose of this role is to provide a well-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials.

Qualifications include a high school diploma or GED, a valid educational aide certificate issued by the state board of educator certification, and meeting all highly qualified "Every Student Succeeds Act" (ESSA) requirements.

Special knowledge and skills required include the ability to interact with students and staff, read and understand operating instructions, and communicate effectively. Bilingual skills are desirable depending on campus programs and needs.

Experience in technical knowledge of data processing systems and general computer skills is necessary. The position may also require additional qualifications deemed appropriate by the Board of Trustees.

Working conditions include maintaining emotional control under stress, frequent physical activities such as standing, stooping, bending, kneeling, pushing, and pulling, and regular heavy lifting of students. The employee must also maintain emotional and physical control under stress and be exposed to bacteria and communicable diseases.

The essential functions of this position include providing instructional, behavioral, and functional support to students with disabilities across various programs and settings. This includes supporting students in inclusive classrooms, pull-out settings, self-contained programs, early childhood environments, and adult transition services. The paraprofessional works under the direction of certified staff to assist in the implementation of Individualized Education Programs (IEPs), behavior plans, and instructional strategies.

Program support includes specialized support for students receiving instruction in general or modified curriculum in inclusion or targeted pull-out special education settings. Specific programs include ASPIRE, BSS, ECSE, PKI, and ACE.

Major responsibilities and duties include instructional support, behavioral and functional support, IEP implementation and data collection, and self-help and personal care. Collaboration and communication with teachers, specialists, and team members are also essential.

The above statements are intended to describe major job functions and are not intended to represent an exhaustive list of all responsibilities, duties, and skills required. The Superintendent or designee may assign additional duties when deemed appropriate.

Special funding conditions apply if the position is funded by grants, federal funding, or other special funding. Employment is subject to termination or nonrenewal if full funding becomes unavailable.