Instructional Assistant II - Special Ed
Full Time
Education and Training
BASIC FUNCTION:
Under the direction of a certificated administrator, assist certificated teachers and/or other service providers in reinforcing instruction to individual or small groups of students with special needs; assist in providing learning activities and meeting the special needs of assigned students in areas related to feeding, toileting, positioning, hygiene, motor skills, sensory and physical therapy functions; monitor health conditions. Assist in the preparation of instructional materials and implementation of Individual Education Programs; provide routine clerical duties in support of educational program.
DISTINGUISHING CHARACTERISTICS:
Instructional Assistant I-Special Education incumbents provide instructional support to students classified with mild to moderate learning and/or emotional disabilities.
Instructional Assistant II-Special Education incumbents provide instructional support, health and hygiene services and behavior modifications to students classified with mild to moderate or moderate to severe learning and/or emotional disabilities. Incumbents in this class may be trained in specialized health care procedures.
REPRESENTATIVE DUTIES:
ESSENTIAL DUTIES:
- Assist instructional staff and/or other service providers in reinforcing instruction to individual or small groups of students classified with mild to moderate or moderate to severe learning and/or emotional disabilities in a classroom or other learning environment; monitor and reinforce student drills, practices and assignments in various subjects; assist with the implementation of Individual Education Programs
- Monitor student health conditions; respond to seizures, respiratory problems and other medical emergencies according to District protocols; prepare related paperwork as appropriate; notify appropriate staff of student health conditions and progress
- Observe, monitor and redirect behavior of students in accordance with grade level, student's ability to understand discipline and approved procedures; utilize approved techniques for responding to students whose behavior may escalate to self-injurious or physically aggressive acts, including spitting, pinching, biting, hair-pulling, kicking and hitting; collect data and monitor progress
- Assist students in completing classroom assignments, homework and projects in various subject areas; ensure student understanding of classroom rules and procedures; assist students by answering questions, providing proper examples, emotional support, positive attitude and general guidance; confer with instructional staff and/or other service providers concerning adapting lesson plans and materials to meet student needs
- Assist students with personal hygiene including bathing, brushing teeth and grooming as required; assist students with eating activities; toilet students and change diapers and soiled clothing as required
- Monitor and assist students with activities to develop small muscle and eye-hand coordination; assist students in learning gross motor skills such as walking, jumping and climbing; assist students in learning fine motor skills such as reaching, grabbing, folding, cutting and writing
- Perform routine clerical duties in support of educational activities such as preparing, typing, duplicating and filing instructional materials; distribute and collect student assignments, documents and various forms Reinforce concepts and ensure student understanding of assignments and homework instructions; reinforce vocabulary and concepts as necessary; assist students with meeting individual education goals and objectives; collect data and report progress regarding student performance and behavior
- Observe and redirect behavior of students according to approved procedures; monitor and interact with students during outdoor, physical education and other recreational activities as directed; develop incentives as positive reinforcement; reinforce behavior modification techniques determined by the teacher
- Assist with maintaining student records and files related to progress, behavior and assigned activities; prepare mandated time accounting reports and documentation as required; collect data and monitor student progress
- Assist students to perform and develop independent living and self-help skills such as shopping, counting money, cleaning and related activities as assigned; assist students to develop social, vocational and job searching skills as assigned
- Read books to students and observe their reading abilities; assist students with letter and word pronunciation and recognition; assist students with assignments such as reading, writing and mathematics
- Escort students during the regular duty day as assigned to and from designated locations; accompany students on fieldtrips, recreational therapy activities, social events and during outdoor activities; may accompany students to District-sponsored events or recreational functions
- Assist in maintaining the health and safety of students by following health and safety practices and procedures
- Assist in maintaining a learning environment in a safe, orderly and clean manner; provide classroom support by setting up work areas and displays and distributing and collecting paper, supplies and materials
- Maintain confidentiality of student information in accordance with state and federal mandates
- Operate a variety of office and classroom equipment including a copier, computer and software as appropriate
- Communicate with faculty, staff, administrators and others to exchange information and resolve issues or concerns; answer telephone calls, take messages and provide general class and student information as assigned
- Respond to student medical emergencies according to District protocol and prepare related paperwork as appropriate
- Assist in monitoring, classroom supplies;; assist in ordering and arranging food items as appropriate
OTHER DUTIES:
Perform related duties as assigned
KNOWLEDGE OF:
Guidance principles and practices related to students with special needs
Basic subjects taught in local schools, including basic and advanced arithmetic, grammar, spelling, language, history, science and reading
Basic instructional methods and techniques
Correct English usage, grammar, spelling, punctuation and vocabulary
Challenges and concerns of students with special needs
Classroom procedures and appropriate student conduct
Safe practices in classroom and playground activities
Operation of standard office and classroom equipment including a computer
Oral and written communication skills
Interpersonal skills using tact, patience and professionalism
Basic record-keeping and report preparation techniques
Serving students with disabilities in full-inclusion settings
ABILITY TO:
Assist with instruction and related activities in a classroom or assigned learning environment
Reinforce instruction to individual or small groups of students with special needs
Assist in the preparation of instructional materials in support of Individual Education Programs
Perform routine clerical duties including keyboarding, filing and duplicating materials
Understand and relate to students with special needs
Establish and maintain cooperative and effective working relationships with others
Communicate effectively both orally and in writing
Demonstrate an understanding, patient and receptive attitude toward students with special needs
Read books to students and assist with reading and writing activities
Collect data, monitor, observe and report student behavior and progress
Understand and follow oral and written instructions
Operate standard office and classroom equipment including a computer
Observe health and safety regulations
Prepare routine reports
EDUCATION AND EXPERIENCE:
Any combination equivalent to: graduation from high school and one year experience working with students with special needs in an organized setting
LICENSES AND OTHER REQUIREMENTS:
Valid first aid and CPR certificates issued by authorized agency preferred
Incumbents must meet requirements specified under the No Child Left Behind Act
Some incumbents in this classification may be required to speak, read and write in a designated second language
ENVIRONMENT:
Classroom and other indoor and outdoor learning environments
PHYSICAL DEMANDS:
Dexterity of hands and fingers to operate standard office and classroom equipment
Sitting or standing for extended periods of time
Bending at the waist and/or kneeling to assist students
Lifting, carrying, pushing and/or pulling students weighing up to 50 pounds and with assistance for over 50 pounds
Seeing to read a variety of materials and monitor student activities
Hearing and speaking to exchange information
HAZARDS:
Contact with dissatisfied, assaultive or abusive individuals
Potential physical hazards involved in intervening in fights and other anti-social, and violent behaviors
Exposure to blood borne pathogens and infectious diseases
EXAMINATION INFORMATION:
This is an open and continuous recruitment. This recruitment will have a cut-off date every 90 days.
Cutoff dates for this recruitment will take place yearly on:
March 1, June 1, Sep 1, Dec 1
The first step in the examination process is the application screening and whether or not the candidate meets the minimum qualifications listed. Applicants invited to advance in this recruitment will be scheduled to take the first test soon after the cutoff date.
The testing process may consist of a written exam; an oral exam; a performance exam; a structured interview (SI); a qualification appraisal interview (QAI); an evaluation of training & experience/education (T&E) and/or any combination thereof.
All tests will have a passing score set between 50 and 99 depending of a variety of factors affecting that specific recruitment.
All candidates must pass the first examination process to be invited to the next step/test in the process.
As the testing process consists of a minimum of two examination processes; the weight of each those processes may be determined at any step in the processes.
Qualified candidates will be notified of the date, time, and place of the examination(s)/test(s).
Candidates will be notified of the minimum pass points/test score for each examination and/or test in the examination process.
OTHER: Proof of identification for completion of Form I-9, Employment Eligibility Verification, must be submitted at the time of processing for employment.
SALARIES: All salaries as stated are based on present information and are subject to change. Appointments are made at the minimum salary shown in the posting and increases are granted at intervals based on the anniversary date.
Notification of Non-Discrimination Policy
The Berkeley Unified School District is committed to fostering a positive working environment for its employees. Accordingly, BUSD practices shall be free from discrimination, harassment, intimidation and bullying of any employee based on an employee's actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.
The Board also prohibits retaliation against any district employee or job applicant who complains, testifies or in any way participates in the district's complaint procedures instituted pursuant to this policy.
The following employee has been designated to handle questions and complaints of alleged discrimination regarding Board Policy 4030:
Closing Date/Time: Continuous
Berkeley Unified School District
About the District
Since the founding of the University of California, Berkeley in 1868 and the establishment of Berkeley’s first high school in 1879, Berkeley’s community has been proud to be a leader in public education. In 1968, the Berkeley Unified School District was the nation’s first school district to desegregate without a court order. What you should know about our District:
- Students are our priority.
- We take pride in our diversity.
- We hold high expectations for ourselves and our students.
- We treat each other with respect and act with integrity.
Berkeley Unified is responsible for educating more than 9,400 individual students in 11 public elementary schools, 3 middle schools, one comprehensive high school, and an alternative high school. In addition, the district has 3 preschool facilities and an Adult School serving several thousand students each year. With a tradition of excellence rooted in a vibrant community, Berkeley Unified alumni have become national and international leaders in business, civic society, politics, academia, sports and the arts. Students and staff in Berkeley Unified come from a wide variety of ethnic and socioeconomic backgrounds, surrounded by one of the most intellectually and culturally rich regions in the United States.
The Mission, Vision, Values, and Goals of Berkeley Unified are encapsulated in the four E’s:
- Excellence
- Equity
- Engagement
- Enrichment
Excellence in Learning, in Teaching, and in Service to our Students and Families
Equity in Access, in Resource Allocation, and Educational Outcomes
Engagement with Parents, Guardians, Families, and Community
Enrichment in Curriculum with Music & the Arts, Libraries, Gardens & Nutrition, Science & Health, Physical Education & Sports
Parent and Community Involvement
The Vision for BUSD is one in which parents, family, and community are an integral part of each school. When parents and families get personally involved in education, their children do better in school and grow up to be more successful in life. This is why Berkeley has dedicated resources and specialized staff to support the home-school partnership and to give all parents/guardians access to understanding opportunities and services available for their children.
Public Support
Over the past 25 years, the Berkeley Unified School District’s ability to provide well-rounded educational resources and opportunities to all students has been significantly boosted by the generous financial support of local taxes that augment the General Fund for specific purposes.
Berkeley voters have overwhelmingly supported the Berkeley Schools Excellence Program (BSEP), a special local tax first adopted in 1986 and renewed consistently since then, most recently as Measure A in 2006. (1986 to present)
Berkeley voters are as committed to the safety and modernization of school and district facilities as to the students and educational programs they house, most recently evidenced in the renewal of a maintenance special tax and a new facilities bond in 2010.
- Facilities Bonds (1992, Measure BB of 2002, Measure I of 2010)
- Maintenance Parcel Tax (Measure H of 2010)
Very Low Class Size
Berkeley Public schools have among the lowest class sizes in the state. While many school districts have exceeded 20 students in kindergarten through third grade, thanks to the BSEP tax measure Berkeley has maintained 20:1 since 1984. Grades 4 and 5 classrooms have average student-teacher ratios of 26-1, again much lower than the state average.
- All Berkeley elementary schools have fewer students than the state average of 525 students — in fact, the Berkeley average is 375.
- The average student-teacher ratio in academic classrooms in middle school is less than 28:1, and many math classes are 20:1.
- The average student-teacher ratio in academic classrooms in high schools is 28:1.
Because the Berkeley community recognizes that public education is the cornerstone of a productive, creative, and healthy society, all of our schools benefit from the generosity of monetary and in-kind donations. Visit our “Public Support” page to find out more about the generosity and commitment of our supporters and how the many different funding and volunteer organizations enhance each child’s education in the Berkeley Public Schools.
