Job Summary:
• Adapts classroom activities, assignments and/or materials under the direction of the teacher for the purpose of providing

an opportunity for all special education students to participate in classroom activities.

 • Assists in developing, implementing, and modeling behavior and instructional support plans for the purpose of meeting

individual student needs and reinforcing learning activities.

 • Assists in the preparation and adaptation of instructional materials for the purpose of providing activities and materials that

facilitate student learning and performance.

 • Assists in training of staff, parents, and pupils in specialized instructional strategies and techniques being implemented for

the purpose of sharing information and techniques used in behavior intervention.

 • Assists with data collection and assessments for behavior support services for the purpose of monitoring and reporting

progress with identified goals.

 • Implements and models alternative communication intervention strategies for the purpose of teaching students to

communicate effectively.

 • Implements and models social skill development techniques, including social stories, peer facilitation and peer training for

the purpose of assisting students in achieving academic, social, emotional and behavioral goals.

 • Implements behavioral plans designed by IEP team for students with behavior disorders or other special conditions for the

purpose of assisting in meeting special education students needs and providing a consistent environment.

 • Monitors and records data on academic and/or behavioral information for the purpose of measuring student progress in

identified areas.

 • Monitors student progress in identified areas for the purpose of recording appropriate data regarding academic and/or

behavioral information.

 • Participates in staff development programs as directed for the purpose of learning new skills relevant to working with

students with disabilities and/or peers.

 • Reports observations and incidents relating to specific students (e.g. fights, inappropriate social behavior, etc.) for the

purpose of providing documentation and/or communicating information to appropriate personnel.

 • Supervises pupils at assemblies and on field trips, in the lunch or recess areas, halls and grounds for the purpose of

maximizing their independence and assimilation within the school environment.

 • Travels to school sites as required for the purpose of performing services • at varied sites.

Supervisory Responsibilities:
None

Qualifications:
• Certified as outlined in No Child Left Behind
• Education and/or Experience:
• High School Diploma or GED and “Highly Qualified” training certification; or at least 48 hours of college or and associate’s degree

Special Knowledge/Skills:
• Ability to work well with students and adults and to communicate effectively. Ability to maintain confidentiality in all situations in or out of the school environment. Ability to follow directions, schedules, and Special Education programs as directed by the classroom teacher or principal. Ability to understand the implications of a disability and to translate that understanding into good teaching practices as modeled by the classroom teacher. Ability to maintain control under stressful situations.

Physical Demands:
• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with a disability to perform the essential functions.
• While performing the duties of this job, the employee is regularly required to sit in chairs or on the floor, talk and hear. The employee is also required to stand; walk; use hand to finger, handle, or feel; reach and grab with hands and arms; climb or balance; stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 75 pounds. The employee must be able to assist in a two man lift up to 200 pounds. The employee must be able to effectively perform restraint techniques according to Lorena ISD guidelines.  Specific vision abilities required by this job include close vision, peripheral vision, distance vision, and ability to adjust focus.

Work Environment:
• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• The noise level in the work environment may range from quiet to low.

 • The work environment may sometimes become stressful due to behavioral needs of students.