IF INTERESTED: reply to this post with your phone number, email address, and a resume
START DATE: As Soon As Possible
University Instructors is seeking talented people with diverse backgrounds and experiences to lead, support, and inspire students in the Chaska area. UI and our partners work with students, families, staff and their richly diverse communities to develop and empower EVERY student to be a productive, responsible and successful global citizen by creating an exemplary, inclusive educational system characterized by a safe, caring learning environment and a challenging, comprehensive curriculum that ensures academic proficiency.
As an instructional aide, you'll work under the direction of a certified special education teacher, supporting students on Individual Educational Plans (IEPs). This position must also demonstrate understanding of individual and unique characteristics of students with disabilities and assist them with their special education needs.
● Works under the direction of a certified special education staff supporting students on Individual Educational Plans
(IEPs)
● Demonstrates an understanding of the implementation of IEP goals, services and accommodations
● Ability to locate and interpret accommodations on students IEPs
● Follows confidentiality guidance
● Demonstrates understanding of least restrictive environment (LRE) requirements and is committed to improving
student independence
● Demonstrates understanding of and completes third party billing requirements
Assists students on IEPs with personal care services and activities of daily living
● Performs student transfers and mobility needs / supports safely
● Works with students in functional living skills, community, employment, and vocational environments
● Assists with bus arrival, departure, monitoring and riding as IEP indicated and needed
● Monitors and implements accommodations for students on IEPs during unstructured times throughout the day,
including playground, before and after school, and lunchroom
● Participates in professional development training offered and required by district special education and building
special education teams
Monitors student progress
● Monitors behavior contracts
● Charts data including use of technology to track data
● Identifies the need for behavioral intervention and respond appropriately based on training and knowledge.
● Ability to follow specific student plans such as behavior intervention plans (BIPs), contracts, point systems, health
plans, work agreements, IEP accommodations, etc.
● Completes third party billing logs and time studies
● Completes documentation and charting as required for transportation, restrictive procedures, health plans, work
experience, community outings and similar duties
● Facilitates small groups and supports student learning, as directed by licensed special education staff
● Provides students with clear instructions and feedback
● Presents activities in sequential manner and in reasonable timeframes
● Provides assistance to licensed special education staff in regards to curriculum and lesson preparations
● Presents classroom work under the direction of teacher
● Assists students in organizational skills
● Demonstrates on-the-job professionalism in school environments including community learning environments
● Collaborates with educational professionals who also support and work with students on IEPs
● Access and navigate tools, technology and adaptive devices to support student learning and independence
● Supports in modifying learning environment and tasks according to student needs as directed by licensed staff
● Support student independence including implementing plans to fade support utilizing least restrictive supports and
prompts (across learning environments including community and work experience sites)
● Communicates on an on-going basis with certified special education staff and collaborative partners (i.e.,
transportation, vocational rehabilitation, employers at work experience sites)
● Participate in annual specialized training procedures as required to maintain certifications and meet the needs of
individual student plans and as directed by licensed staff. Training may include: NVCI (CPI) Non-violent Crisis
Intervention annual training and recertification, assistive technology training, transportation training, training on
specific health care procedures/ health plans, job coach training, personal care attendant training, evacuation plan
training, mental health training, instruction/ curriculum specific training
● As required for individual student plans, implements all components of training and plans described in bullet one
including Crisis Prevention intervention (CPI) when required which includes physical interventions
● PBIS: Participates in Positive Behavioral Intervention and Supports annual training
● Utilizes alternatives to restrictive procedures (including techniques to identify events and environmental factors that
may escalate individual student behavior)
● Uses effective and evidence based skills to de-escalate students’ behaviors
● Recognize emergency procedures and implement appropriate procedures
● Participates in training for Personal Care Assistance (PCA) Certification.
● Documents changes in learner behavior in both academic and social areas as directed by licensed staff
Knowledge Required:
Understanding professional roles and effectively collaborating with diverse individuals.
Knowledge of laws, regulations, and district policies regarding students with disabilities.
Understanding students with special education needs and related services.
Familiarity with standards for using restrictive procedures and their psychological/physiological impacts on students
with Individualized Education Programs (IEPs).
Understanding crisis prevention techniques and non-physical methods for managing disruptive behavior.
Abilities Required:
Perform activities of daily living to support students, as needed. For example, assist, cue, observe, redirect, and/or
monitor students in their person care.
Implementing appropriate lifting and transferring techniques for student safety:
One-person lift/transfer for students under 50 pounds.
Two-person lift/transfer for students weighing 50 to 65 pounds.
Utilizing equipment or performing two-person lift/transfer for students over 65 pounds.
Ability to maintain strict student confidentiality.
Consistent attendance.
Building professional relationships with students, teachers, and peers.
Skills Required:
Non-Violent Crisis Intervention (CPI)
Supervising student behavior and consistently applying consequences for appropriate and inappropriate behaviors.
Adapting lessons to meet individual student needs and facilitate their learning progress.
Reading and interpreting various documents, administrative policies, and operational procedures.
Writing accurate reports, memos, and other correspondence as needed for record-keeping.
Following instructions from licensed personnel and adhering to classroom/program routines.
Learning and applying academic materials relevant to student support and tutoring.
Modeling positive learning behaviors and interactions with students.
Addressing student conflicts and behavioral issues in accordance with district guidelines and individual student plans.
Assisting students in acquiring basic living skills or addressing health needs.
Demonstrating understanding of the school culture and a commitment to the vision, mission, and belief statements of
our partner district.
Minimum Requirements
Associate’s degree, at least two years of study at an institution of higher education (a minimum of 60 semester credits), or a passing score on a required ParaEducator assessment within 60 days of hire.
We are also seeking someone who can demonstrate:
● A clear and demonstrated commitment to the mission, which is to ensure high quality, innovative, challenging
education where all learners are valued and respected.
● Performing assigned responsibilities in a manner consistent with established Core Values.
● Advancing mission and values through careful attention to the key issues of Learning, Environment and
Resources.
● Knowledge of and experience with students with special education needs and services
● Experience in a K-12 school setting desired
