Educational Assistant (EA IV) - Affective Needs (AN) Program

Douglas County School District•Minden, NV

1d•$20 - $31•Onsite

About The Position

Provides specialized, intensive, and individualized support to students with Affective Needs (AN) who experience complex emotional, behavioral, and mental health challenges. As a member of the special education team, the Educational Assistant implements crisis intervention strategies, facilitates emotional regulation, and helps foster a safe, structured, and therapeutic learning environment. The position also promotes good community relations among community members and school clientele. The role supports students’ social, emotional, and academic development through IEP implementation, access to curriculum, restorative practices, social skills groups, and transitions into general education settings. It includes implementing student-specific crisis and de-escalation strategies and Positive Behavior Intervention Plans, supporting coping and social-emotional skills, and collecting behavior and emotional progress data. This position is based at Douglas County High School. It is a regular position scheduled for 37.5 hours per week, 180 work days per year, at 0.94 FTE. The listed minimum hire rate is $19.84 per hour and the maximum hire rate is $25.20 per hour; the full salary range is $19.84–$30.55 per hour, based on a 1.0 FTE. The position is open until filled, but will not remain open past February 10, 2027.

Requirements

High school diploma or equivalent.
First Aid and CPR certification from the American Heart Association.
Demonstrated ability to remain calm, objective, and effective during student crises or high-stress behavioral situations.
Strong communication, interpersonal, and collaboration skills, with an emphasis on therapeutic and non-judgmental communication.
Willingness and ability to complete required crisis-management training and maintain physical certification.

Responsibilities

Maintain situational awareness and proactively identify and address escalating behaviors in the classroom and throughout the school.
Collaborate with the Special Education Teacher, School Psychologist, School Counselor, Social Worker, and other mental health professionals to coordinate student support.
Ensure students’ immediate safety and well-being and respond effectively to safety and crisis concerns.
Respect confidentiality regarding student needs and abilities.
Assist the Special Education Teacher in implementing IEP goals related to social, emotional, and academic development.
Support students in accessing curriculum, completing assignments, and managing school demands, including tasks modified or accommodated under the IEP.
Facilitate restorative practices and social skills groups as directed by the teacher or school mental health professionals.
Support students’ transitions and integration into general education settings through scaffolding and emotional support.
Implement student-specific crisis intervention and de-escalation strategies according to established protocols, such as Nonviolent Crisis Intervention (CPI).
Provide calm, consistent support during emotional distress or behavioral crises and facilitate students’ return to regulation.
Help students develop and use social-emotional learning and coping skills, including appropriate use of a sensory/safe room or designated therapeutic space.
Implement student-specific Positive Behavior Intervention Plans, emphasizing proactive strategies and replacement behaviors.
Collect and maintain accurate daily data on student behavior and emotional progress as required by the IEP team.
Perform other related duties as assigned or requested.