Job Description

Position Type: Support Staff
Location: Byron Barry School (Pre-School), 85035
Date Posted: 7/16/2020
Date Available: Immediately
Date Closing: Until Filled


BAND GRADE SUBGRADE
A 1 2
DEPARTMENT:
Varies
ACCOUNTABLE TO:
Varies
FLSA STATUS:
Non-Exempt
CLASS SUMMARY:
Incumbents are responsible for assisting teachers with personal care, safety, behavioral needs and classroom activities for special education children.
DISTINGUISHING CHARACTERISTICS:
The Special Education Assistant is a stand-alone classification.  The Special Education Assistant is distinguished from other classifications by its responsibility to support the social, emotional, behavioral, physical and cognitive needs of special needs children.
DUTY
NO.
 
ESSENTIAL DUTIES: (These duties are a representative sample; position assignments may vary.)
FREQUENCY BAND/
GRADE
1. Monitors progress and assignments under teacher direction. Daily
35%
2. Monitors children’s behaviors inside and outside classroom. Daily
30%
3. Assists with clean-up and other related tasks following daily activities. Daily
10%
4. Prepares classroom for activities, including organizing assignments and preparing homework folders. Daily
10%
5. Creates bulletin boards, maintains materials and supplies, contacts parents and may make copies. Daily
10%
6. May attend in-service training sessions. Varies       0-5%
7. Performs other duties of a similar nature or level. As Required  
 
 
POSITION SPECIFIC RESPONSIBILITIES MIGHT INCLUDE:
Positions assigned to the Emotionally Disabled and Alternative Education Programs may be responsible for:
·       Assisting with implementation of level system;
·       Assisting with implementation of behavioral intervention plans;
·       Assisting with monitoring of children during social skills groups;
·       Assisting with activities supporting inclusion.
 
Positions assigned to the Mildly, Moderately and Severely Mentally Retarded Programs may be responsible for:
·       Assisting with personal care;
·       Assisting with activities of daily living;
·       Assisting with functional communication;
·       Assisting with student physical and physiological requirements;
·       Assisting with assistive technology and other adaptive equipment;
·       Assisting with goals and objectives as directed by related service providers;
·       Assisting with supporting inclusion opportunities in social settings;
·       Assisting with behavioral management;
·       Assisting with functional life-skill development.
 
Positions assigned to severe Language Delayed Program may be responsible for:
·       Assisting with functional communication;
·       Assisting with activities supporting inclusion;
·       Monitoring progress and assignments under teacher direction;
·       Assisting with language development activities under teacher direction;
·       Assisting with behavioral management.
 
Positions assigned to assist other Health Impaired children may be responsible for:
·       Supporting personal care of child, i.e. toileting;
·       Providing physical assistance to child in a variety of settings;
·       Assisting with goals and objectives as directed by related service providers;
·       Assisting with behavioral management when necessary.
 POSITION SPECIFIC RESPONSIBILITIES MIGHT INCLUDE:
Positions assigned to assist Early Childhood Special Education children may be responsible for:
·       Assisting with personal care;
·       Assisting with activities of daily living;
·       Assisting with functional communication;
·       Assisting with student physical and physiological requirements;
·       Assisting with assistive technology and other adaptive equipment;
·       Assisting with goals and objectives as directed by related service providers;
·       Assisting with supporting inclusion opportunities in social realms;
·       Assisting with behavioral management;
·       Assisting with functional life-skill development.
 
Knowledge (position requirements at entry):
Knowledge of:
·       Basic reading, writing and mathematical skills;
·       Basic safety procedures and guidelines.
Skills (position requirements at entry):
Skill in:
·       Monitoring and redirecting children;
·       Monitoring and assisting children with activities under teacher supervision;
·       Communication, interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.
Training and Experience (position requirements at entry):
·       Ability to read and write in order to communicate and receive instruction, or an equivalent combination of education and experience sufficient to successfully perform the essential duties of the job such as those listed above.
Licensing Requirements (position requirements at entry):
Some positions may require:
·       Cardiopulmonary Resuscitation (CPR) Certification;
·       First Aid Training.
Physical Requirements: 
Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.
Incumbents may be subjected to blood, other body fluids and intense noises.
Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
NOTE
The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the business needs of the department.
 
Classification History:
Draft prepared by Fox Lawson and Associates LLC (LM)
Date:  03/02
 
 
 

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