Instructional Intervention Assistant - Support (part-time)

Instructional

Intervention

Assistant DEPARTMENT: Schools REPORTS

TO: Principal WORK

SCHEDULE: 10

months COMPENSATION: Support

Staff

Salary

Schedule FULL/PART

TIME: Full

time

(6.25

hrs/day) FLSA

STATUS: Non-exempt Position

Description Implement

student

academic

or

behavior

intervention

programs

and

supports

to

help

students

develop

skills

necessary

for

learning.

Assists

staff

with

conducting

screening

and

assessment

procedures. Task

Title Essential

Job

Functions Percent

of

Time

Spent Instructional

support Perform

supportive

instructional

tasks

under

the

direction

of

the

certified

instructional

staff

or

therapist. Monitor

students

during

independent

work

activities

and

assist

students

as

needed. Implement

instructional

plans/programs

to

students

in

one-to-one

or

small

group

arrangements Provide

practice

and

reinforcement

activities

for

students

as

follow-up

to

direct

instruction

provided

by

the

certified

teacher. Provide

direct

instructional

activities

planned

by

the

certified

teacher,

as

follow-up

to

initial

instruction. Assist

in

preparation

and

adaptation

of

instructional

materials. Assume

role

of

substitute

teacher

when

certified

teacher

is

absent. Participate

in

individual

student

problem

solving

or

IEP

meetings

as

needed. Assist

instructional

staff

in

evaluation

activities

and

records

management. Assist

in

the

transition

planning

for

students

transitioning

into

and

out

of

the

intervention

program. 40% Student

support Assist

with

the

physical

support

and

care

of

children

when

needed

(e.g.

toileting,

diapering,

feeding,

positioning

behavior

support,

transferring). Assist

with

the

implementation

of

special

health,

occupational,

physical

therapy

plans. Perform

supportive

behavior

management

tasks

under

the

direction

of

the

teacher.

Assist

in

implementing

the

behavior

support

plan

as

designed

by

the

teacher

including

crisis

prevention/intervention

methods.

Inform

teacher

of

behavioral

and

interpersonal

concerns

among

students. Provide

emotional

support

and

encouragement

to

students. Treat

all

children

with

dignity,

respect,

and

understanding

of

their

cultural

and

socioeconomic

backgrounds. 40% Page

1

of

4

Task

Title Essential

Job

Functions Percent

of

Time

Spent Help

children

become

aware

of

themselves

as

members

of

a

classroom

group

and

school

community. Student

Supervision Monitor

the

classroom

when

an

emergency

or

other

responsibility

(i.e.

evaluation

staffing,

IEP,

observation)

requires

the

teacher

to

be

out

of

the

classroom. Assist

in

the

supervision

of

early

childhood

special

education

students

(KECC

assignment

only)

throughout

the

school

day

(e.g.

with

classroom,

loading/unloading

of

buses,

playground,

washroom,

movement

throughout

the

school

building,

and

off-campus

activities). 10% Professional

Development

&

Meetings Participate

in

in-service

training

programs

(minimum

of

15

contact

training

hours

during

first

year;

10

contact

training

hours

in

subsequent

years)

as

directed

by

Principal,

Program

Coordinator

or

District

Administration. Obtain

specialized

training

as

needed

for

area

of

assignment

or

unusual

need

of

assigned

children

(e.g.

Braille,

sign

language). Maintain

current

certification

in

child/adult

CPR

and

training

in

emergency

first

aid

as

provided

by

district

(KECC

assignment

only). Participate

in

staff

development

activities,

conferences,

and

workshops. Attend

scheduled

staff

meetings,

department

meetings,

and

program

activities

as

required. 5% Recordkeeping Assist

teachers

with

clerical

duties

related

to

the

intervention

program

(e.g.,

inventory

of

materials). Maintain

records,

notes,

portfolios,

and

other

information

regarding

the

progress

of

children

on

the

assigned

caseload. Maintain

strict

confidentiality

with

student

information. 3% Communication

&

Collaboration Communicate

regularly

with

school

staff

and

other

service

providers

working

with

the

child/family.

Develop

and

maintain

effective

working

relationships

with

all

students,

parents,

staff,

and

volunteers. Participate

in

parent

conferences.

Positively

develops

cooperation

of

others.

Promote

the

school

district's

programs

through

public

relations

activities

sponsored

by

the

program. Make

recommendations

for

program

improvements

as

needed.

Help

the

Principal

and

Program

Coordinator

develop/implement

program

improvement

plans. 2% The

intent

of

this

job

description

is

to

provide

a

representative

description

of

the

types

of

duties

and

responsibilities

required

for

this

position.

Employees

may

be

asked

to

perform

other

job-related

duties

as

assigned.

Page

2

of

4 Supervisory

Responsibilities Supervisory

Responsibility:

N/A,

not

responsible

for

supervising

employees Supervisory

Activities:

None

Budget

Signing

Authority:

No

budget

signing

authority Decision-making

Authority:

Decisions

impact

individual

work/job

tasks

Qualifications

Required Education

and

Related

Work

Experience:

The

following

combinations

meet

the

minimum

requirements: o Two

years

of

college

(at

least

60

college

credit

hours)/associate

degree

and

1

year

of

related

work

experience. o Bachelor's

degree

in

early

childhood

education,

special

education,

or

a

related

field. Certificates,

Certifications,

or

Other

Training:

CPR

certification

and

training

in

emergency

first

aid

required

for

Early

Childhood

special

needs

assignments. Valid

driver's

license

to

travel

to

program

locations.

Ability

to

lift

and

carry

up

to

75

pounds.

Preferred College

coursework

related

to

early

childhood,

education

or

special

education Experience

volunteering

or

working

with

children

with

disabilities

or

early

childhood

services/programs Knowledge

&

Skills Knowledge Basic:

o Administrative:

Administrative

and

office

procedures,

functions,

and

basic

office

tasks,

o Safety/Security:

Equipment,

policies,

and

procedures

for

the

protection

of

people,

data,

property,

and

the

organization. Intermediate:

o Education/Training:

Principles

and

methods

for

curriculum

and

training

design,

teaching

and

instruction,

and

measuring

training

effects. o Computers/IT:

Electronic

equipment,

and

computer

hardware

and

software,

including

assistive

technology

equipment

as

required

to

implement

student

IEPs. o Health

Services:

Treating

and

preventing

disease,

and

improving

and

preserving

physical

and

mental

health

and

well-being.

o Law/government:

Relevant

local,

state,

and

national

laws

and

government

regulations

including

KSD

Board

of

Education

policy Advanced:

o Customer

and

personal

service:

Principles

and

processes

for

providing

customer

and

personal

services. Expert:

o N/A Skills Active

learning,

Active

listening,

Critical

thinking,

Learning

strategies,

Mathematics,

Monitoring,

Reading

comprehension,

Science,

Speaking,

Writing,

Complex

problem

solving,

Management

of

Page

3

of

4 financial

resources,

Management

of

material

resources,

Time

management,

Coordination,

Instructing,

Negotiation,

Persuasion,

Service

orientation,

Social

perceptiveness,

Judgment

and

decision

making,

Systems

analysis,

Systems

evaluation,

Equipment

maintenance,

Equipment

selection,

Operation

and

control,

Operation

monitoring,

Operations

analysis,

Quality

control

analysis,

Troubleshooting Working

Conditions Physical

Demands Crawling,

Crouching/Kneeling,

Sitting,

Standing,

Walking,

Balancing,

Carrying/Lifting,

Climbing,

Finger

Dexterity,

Multi-limb

coordination,

Pulling/Pushing,

Reaching,

Repetitive

motion,

Hearing,

Color

Vision Mental

and

Psychological

Demands:

blic

criticism,

occasionally

requires

extended

periods

of

concentration

on

complex

tasks).

High

demands:

The

job

requires

significant

mental

effort

and

involves

high

levels

of

stress

(e.g.,

Frequent

need

to

deal

with

difficult

customers

or

manage

emotions

when

interacting

with

others,

often

works

under

tight

deadlines,

exposure

to

public

criticism,

regularly

requires

extended

periods

of

concentration

on

complex

tasks).

Work

Type/Physical

Demands

Heavy

work :

Heavy

work:

Exerting

50-100

pounds

of

force

occasionally,

and/or

25-50

pounds

of

force

frequently,

and/or

10-20

pounds

of

force

constantly

to

move

objects. Working

Environment

Everyday

risk

and

discomfort

level:

The

environment

involves

everyday

risks

or

discomforts

that

require

normal

safety

precautions

typical

of

such

places

as

offices,

meeting

and

training

rooms,

libraries,

residences,

or

commercial

vehicles,

e.g.,

use

of

safe

work

practices

with

office

equipment,

avoidance

of

trips

and

falls,

observance

of

fire

regulations

and

traffic

signals.

The

work

area

is

adequately

lighted,

heated,

and

ventilated.

Occasional

exposure

to

varying,

inclement

weather

conditions. EEO

Statement Kirkwood

School

District

is

an

Equal

Opportunity

Employer

and

does

not

discriminate

on

the

basis

of

race,

color,

religion,

national

origin,

age,

disability,

or

sex,

including

pregnancy,

sexual

orientation,

and

gender

identity

and

other

characteristics

protected

by

law. Last

Updated:

June

17,

2024 Page

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