Special Education Instructional Assistant - REACH Program

id='p3144_'>Special Education Instructional Assistant - REACH Program JobID: 3144

Position Type:

Support Staff/Special Education Life Skills Instructional Assistant

Date Posted:

8/12/2026

Location:

Oak Crest Elementary School

Date Available:

2026-2027 School Year

Closing Date:

Until Filled

Additional Information: Show/Hide

EAST CENTRAL INDEPENDENT SCHOOL DISTRICT

Job Announcement

Special Education Instructional Assistant (REACH Program)

The position for a Special Education Instructional Assistant-REACH Program will be available at East Central ISD the 2026-2027 school year. All individuals (district employees included) who are interested in this position must apply online through Frontline via the district website. The district will accept applications until the position is filled.

PRIMARY PURPOSE: Provide for the instructional and behavioral needs of individual students and/or groups of students with cognitive, physical, and/or emotional disabilities under the direction of a certified classroom teacher. The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

ESSENTIAL JOB FUNCTIONS:

• Assist teachers with daily classroom activities; prepare/modify activities to meet student needs; assist with independent study or lead small groups; inform the teacher of student progress.
• Assist teaching students life skills, such as personal hygiene, cooking, and laundry.
• Support the improvement of instruction.
• Support the improvement of instruction.
• Collaborate with district behavior staff and teachers/case managers on implementing best practice student-specific Applied Behavior Analysis (ABA).
• Collect and analyze data, using applicable data collection methods such as frequency , duration, time sampling, using visual analysis (graphs), to monitor and assess student progress (change)
• Support and participate in meeting the objectives of the campus/department improvement plan.
• Assist in developing natural learning opportunities, implementing evidence-based learning activities that teach skills such as social skills, functional communication and functional living skills. and provide reinforcement for desired behaviors.
• Assist students with physical/medical needs such as feeding, lifting, toileting, and personal hygiene.
• Assist teachers with emotional/behavioral needs of students.
• Monitor student behavior and maintain classroom discipline as necessary, including intervening in crisis situations, restraining or blocking disruptive and/or dangerous student behavior as needed.
• Assist in establishing behavioral goals for students, developing individual/group behavior learning activities, and implementation/status.
• Modify and implement behavior learning activities in accordance with the science of Applied Behavior Analysis in order to support student progress toward Individualized Education Program (IEP) goals
• Confer with teachers, students, and/or school administration for the purpose of interpretation of assessment and progress monitoring data.
• Assist teacher in preparing information/data as directed to resolve parent/student issues and concerns in a timely manner.
• Assist teachers with preparation of instructional equipment; ensure specific materials and supplies are ready; maintain safe instructional areas; perform clerical duties and operate specialized equipment.
• Contribute to progress notes and help collect data for the students' IEP.
• Participate in conducting assessments using standard measures, formal/informal tests/checklists.
• Assist in keeping accurate records of materials and equipment in accordance with school policy/state and federal regulations.
• Observe and record student behavior in order to assist teacher in modifying instructional and behavioral programs based on student needs across various settings

NOTE: Not all applicants will be interviewed. Each applicant's resume, application, and other available information will be considered in the screening process. Only those persons currently meeting all minimum requirements will be screened.

MINIMUM QUALIFICATIONS:

Education/Certificates:

High school diploma or GED

Must have one of the following:

• 48 college hours with some emphasis on child growth or development or related area
• Treasuring our paraprofessionals Certificate (must be obtained prior to employment; applicant is responsible for all associated costs)

Special Knowledge/Skills:

Knowledge of District, campus, and classroom policies and procedures.

Skill in evaluating and assessing students' needs.

Knowledge of techniques used in assisting students with special needs.

Skill in applying classroom/student behavior management and/or intervention.

Skill in coping with a variety of students with emotional and physical needs in stressful situations.

Ability to modify and implement behavior learning activities in accordance with the science of Applied Behavior Analysis in order to support student progress toward Individualized Education Program (IEP) goals.

Skill in managing data collection methods and interpreting data collection for analysis, such as frequency, duration, interval, time sampling, and graphs.

Skill in operating specialized medical equipment such as suctions, feeding tubes, lifts, wheelchairs, standers, and special beds.

Skill in communicating effectively, both verbally and in writing.

Skill in utilizing general instructional strategies.

Skill in operating standard computer and software applications.

Ability to administer Crisis Prevention Intervention (CPI), First Aid, and Cardiopulmonary Resuscitation (CPR).

Ability to organize and prioritize work responsibilities.

EQUIPMENT USED: Standard office equipment including computer and peripherals; standard instructional equipment

WORKING CONDITIONS: Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress and frequent interruptions. Protracted and irregular hours of work. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities: control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards.

PERIOD OF EMPLOYMENT: 187 Days

SALARY: Pay Scale 204

Roland Toscano

Superintendent of Schools

• An Equal Opportunity Employer•