Special Education VBC Instructional Assistant

Sioux City Community School District•Sioux City, IA

About The Position

The Special Education Classroom Instructional Assistant in a Verbal Behavior Classroom setting provides assistance and motivation to students with significant expressive and receptive language concerns. Works closely with students with disabilities/special needs throughout the school day to help the students learn and succeed in all classroom settings.

Requirements

Minimum education include a high school graduate and previous experience working with children.
Must possess the ability to communicate effectively with a variety of individuals and groups from all levels of the organization.
Individual must have effective listening skills.
Ability to gather, collate, and/or classify data.
Ability to work with a variety of data.
Problem solving is required to identify issues and create action plans.
Must be able to use the computer, process electronic requests.
Able to retrieve and print information from various computer programs when needed.

Nice To Haves

A paraeducator certification is preferred.
For preschool classrooms, preference would be the individual have one of the following three criteria met: a paraeducator certification with an early childhood endorsement, CDA or a two year degree or higher or ability to obtain one of the criteria within one year of selection.
VBC paraprofessionals will be required to participate in Crisis Prevention Institute (CPI) training as soon as possible after hire.
VBC paraprofessionals will complete Intensive Teaching Training.

Responsibilities

Work effectively with children having disabilities and special needs within integrated and special education classrooms and in varied settings.
Communicate and work effectively with special education and classroom teachers, co-workers.
Practice professional, legal, and ethical conduct toward students, parents, and co-workers.
Motivate and assist student(s) to build self-esteem and independence, develop interpersonal and social skills, think independently, learn actively, and self-advocate.
Use assistive technology, computers, and adaptive equipment providing special care or physical assistance required for the student to function in school and learn effectively.
Use developmentally appropriate instructional interventions for curricular activities in the areas of cognitive, motor, self-help, social interaction, and language development for students.
Gather and maintain accurate data regarding the student, including academic, behavioral, and/or health information, as needed, and providing feedback to the teacher to improve instruction for the student.
Understand and appreciate diversity in children’s skill and abilities, cultural heritage, lifestyles, values systems, and human rights.
Maintain confidentiality with student information and student records.
Follow the classroom procedures as outlined by the Verbal Behavior Classroom (VBC).
Implement strategies as outlined in a student’s Behavior Intervention Plan.
Implement supports and services as outlined in a student’s Individual Health Plan. This may include toileting, assisting with meals, and other self-care activities.
Utilize de-escalation strategies and appropriate restraint and seclusion strategies as trained in Crisis Prevention Institute.
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to achievement of the program and/or District goals and objectives.