• JobID: 3657
  • Position Type:
    Support Staff – Instructional/Special Education CIP Aide
    Date Posted:
    Special Education CIP Aide

    Position Purpose
    Working under the supervision of teachers and are a viable part of the total instructional program. The services performed by the teacher aide/assistant include instructional, clerical, supervisory, and behavior management duties. The overall role of the teacher aide/assistant is to provide support services to the classroom teacher. Aides/assistants are expected to implement programming as directed by classroom teachers, administrators, or the Case Conference Committee. Teacher aides are expected to follow the Bylaws and Policies of Special Education, their assigned school, and the school corporation in which their classroom is located. This position is in our Comprehensive Intervention Program (CIP) classroom.

    Essential Functions
    Supervisory Tasks:

    • Playground, lunchroom, rest periods, loading and unloading buses, hall duty, and other supervisory duties as directed by the teacher, school principal or his/her designee, or the Director of Special Education or his/her designee.
    • Children in the CIP classroom may have limited awareness of boundaries which result in a need for more direct forms of supervision.
    • Candidate must be able to keep children in designated areas as students may present escape-related behaviors.

    Support Tasks:
    Support tasks will vary according to each classroom or student’s needs and may include, but are not limited to the following:

    • Assisting students with toileting which may include changing diapers and/or lifting.
    • Assisting students or performing routine personal hygiene activities such as brushing teeth, wiping/blowing nose, washing hands.
    • Dealing with student bodily fluids in accordance with guidelines established as part of detailed universal precautions, lifting in/out of assistive apparatuses/equipment, clerical tasks.
    • Other support tasks as directed by the teacher, school principal or his/her designee, or the Director of Special Education or his/her designee.
    • Some students with emotional or autistic disabilities require extraordinary self-discipline, patience, and understanding.

    Other Tasks:

    • Teacher aides/assistants may be asked to ride/monitor buses, if the need arises.
      • When riding/monitoring a bus involves extending the workday, the teacher assistant will be paid for the extra hours involved.
    • Some aide positions require one to one services for students with autistic/emotional behaviors.
      • The employee may be asked to follow that student for a number of years as they progress through the various grades and different levels such as elementary, middle, and high school resulting periodically in different building assignments.

    Use standard office equipment such as personal computers, printer, copier and fax machines, calculator, and telephone.

    Travel Requirements
    Travel to school district buildings and professional meetings as required.

    Pay Rate
    $15.00 per hour + .75 cent differential

    Work Schedule
    182 day per year.
    6.5 hours – 7 hours
    Hours are dependent upon building needs and classroom assistance as determined by the Director of Special Education.”

    Knowledge, Skills and Abilities

    • Ability to read and write.
    • Willingness and desire to work with special needs children.
    • Effective human relations skills that include a calm and patient personality.

    Physical and Mental Demands, Work Hazards

    Seldom = Less than 25% Occasional = 26 to 50% Often = 51 to 75% Very Frequent = Greater than 75%

    Physical Requirement
    Percentage of Time

    Ability to stand for extended periods of time.
    Very Frequent

    Ability to lift 25 pounds.
    Very Frequent

    Ability to carry 25 pounds.
    Very Frequent

    Ability to work at a desk, conference table or in meetings of various configurations.
    Very Frequent

    Ability to see for the purpose of reading laws and codes, rules and policies and other printed matter.
    Very Frequent

    Ability to communicate so others will be able to clearly understand a normal conversation.
    Very Frequent

    Ability to operate office equipment.
    Very Frequent

    Ability to reach in all directions.
    Very Frequent

    License/ Registration/ Certification

    • N/A


    • High School Diploma or GED.


    • Previous experience with special needs children is preferred.

    FLSA Status: Non-Exempt