One-on-One Special Ed Aide (SACC)-Cheyenne

Young World Physical Education; Clinton Charter Township (MI); On-site; USD 36,000 - 42,000; Full time

Job summary

Chippewa Valley Schools in Clinton Township, MI seeks a One-on-One Special Ed Aide to support a student during the school day and in school-aged childcare before and after school. You will assist with academic tasks and behavior plans, ensuring safety and continuity of care.

The role requires a high school diploma and CPI and other trainings; prior experience with children and special education is preferred. Contact HR for details.

Qualifications

• Experience working with children required.
• Experience with special education students preferred.
• Knowledge of school policies and safety regulations required.
• Ability to read, write, and communicate effectively in English.

Responsibilities

• Provide one-on-one or small group support under teacher supervision.
• Assist with academic tasks, reading, writing, math and life skills.
• Support behavior management and de-escalation as trained.
• Collect data related to behavior and academics.
• Support students in before- and after-school childcare programming.

Skills

Good communication

Adaptability to learn

Patience

Education

High school diploma or equivalent

Tools

Computers

Job description

One-on-One Special Ed Aide (SACC)-Cheyenne

Chippewa Valley Schools Special Services - Clinton Township, Michigan Open in Google Maps

This job is also posted in Chippewa Valley Schools

Job Details

Job ID: 5783289
Application Deadline: Posted until filled
Re-Posted: Jul 22, 2026 4:00 AM (UTC)
Starting Date: Immediately

Job Description

• Cheyenne
• Paygrade 4
• 6.25 hrs/day - plus additional SACC hours TBD
• Work Hours: TBD
• $17.75/hr
• Effective Fall 2026

POSITION SUMMARY

Supports the teacher and student to ensure the best possible learning experience for special education students in a safe and secure environment while maintaining confidentiality, including support provided during the school day and in school-aged childcare programming before and after school.

DUTIES AND RESPONSIBILITIES

(These duties and responsibilities are judged to be "essential functions" in terms of the Americans With

Disabilities Act or ADA)

• Assist an individual student one-on-one, small groups or classroom with students under the supervision of the teachers as directe
• Assists student with completing academic tasks.
• Assists in engaging student with instructional activities developed by the teacher e. reading, writing, math, spelling, and life skills, etc.
• Assists in managing student behavior by properly implementing behavior management plans, including using Crisis Intervention and Prevention (CPI) training.
• Provides support in monitoring, intervening, and redirecting student behaviors. Acts to prevent and deescalate student behavior.
• Assist student with personal needs, including but not limited to hygiene, diapering, toileting and clothing.
• Familiarize yourself with individual student requirements and/or behavior plan.
• Assist in data collection related to behavior, academics, instruction, etc.
• Provide one-on-one support to the assigned student during school-aged childcare programming, including before and after the regular school day, as assigned.
• Assist the student in transitioning between school-day instruction and school-aged childcare programming.
• Support student participation in structured and unstructured activities during before- and after-school care, ensuring safety, engagement, and adherence to behavioral and instructional plans.
• Maintain consistency in implementing academic supports, behavior plans, and individualized accommodations across both the school day and school-aged childcare setting.
• Collaborate and communicate with school-aged childcare staff and instructional staff to ensure continuity of care and support for the student throughout the extended day.
• Participate in professional development.
• Communicate with community, staff, and students to answer questions, disseminate or explain information.

The above statements are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person.

EDUCATION:

This position requires high school diploma or equivalent.

CERTIFICATES, LICENSES, OR REGISTRATIONS: May be required to take additional classes to address students specific needs.

*Training is as follows:

• Annual Nonviolent Crisis Intervention Training (CPI)(6hrs)
• Annual Core Special Ed training as an overview of disabilities in general (3-1 hr sessions)
• Training in areas of physical development, social/emotional skills including behavior, cognitive and communication abilities, and daily living skills specific to student needs
• Individual training as needed for physical needs

EXPERIENCE:

• Experience working with children, required
• Experience working with special education students, preferred.

KNOWLEDGE:

• Knowledge of school policies and safety regulations, required.
• Working knowledge of computers, preferred.

SKILLS:

• Good communication skills, required.
• Adaptability to learn, required.
• Patience, required

ABILITIES:

• Ability to adapt to a variety of teaching skills, require
• Ability to handle and relate to emotional and physical challenges, required.
• Ability to be caring, understanding, patient and friendly towards students, required.
• Ability to apply common sense to carry out instructions furnished in written, oral, or diagram form, required.
• Ability to communicate effectively with students, staff and community, required.
• Ability to read and interpret school policies and handbook, require
• Ability to effectively present information in one-on-one, small group, and classroom situations, require
• Ability to physically manage student behaviors and equipment, required.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists, required
• Ability and willingness to work in a high demanding, potentially stressful environment while maintaining composure, required.
• Ability and willingness to complete any necessary training required to successfully perform job responsibilities, required.
• Ability to follow through with outlined behavioral management plan or instruction programs, required.
• Ability and willingness to work a flexible schedule that may include before- and after-school hours to support student needs.
• Ability to read, write, and communicate effectively in English to perform essential job duties, including but not limited to understanding and following safety instructions, responding appropriately to emergency situations, completing documentation, and interacting with English-speaking staff, students, community and supervisors, required.

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 disabilities to perform the essential functions.

The employee is frequently required to sit, walk, or stand for possible long periods of time. The employee is required to run after students when needed. The employee must be able to stoop and bend to assist with all aspects of student toileting, which may include diapering and lifting on and off the toilet, changing tables and mats, and other specific hygiene needs. The employee must have physical strength, agility, dexterity, acuity, reflexes, grasping, pushing, pulling, lifting, and mobility to perform job responsibilities. Assists with movement of students with special needs as required (positioning, lifting, transferring and physical intervention). May obtain food from the cafeteria, serves food, and feeds student or helps them feed themselves. The employee must occasionally lift and/or move up to 50 pounds and push or pull up to 90 pounds. i.e., students in wheelchairs. May facilitate students' use of mobility equipment such as leg braces, walkers, mobile standers and tricycles, etc. The employee must be able to assist Special Education students on and off buses. May be required to assist students on field trips.

WORK ENVIRONMENT

The noise level in the work environment is moderate to loud.

The qualifications listed above are guidelines for selection purposes; alternative qualifications may be substituted if sufficient to perform the duties of the job.

TITLE: SPECIAL ED AIDE - ONE ON ONE (SACC) FLSA: NON- EXEMPT

REPORTS TO: PRINCIPALS UPDATED: June 2026

It is the policy of Chippewa Valley Schools not to discriminate on the basis of race, color, sex (including but not limited to sexual orientation, gender identity), religion, national origin or ancestry, age, disability, height, weight, genetics, or marital status in its programs, services, activities, or employment. Inquiries related to nondiscrimination policies, questions, concerns or to file a complaint should be directed to: Civil Rights and Title IX Coordinator, Director of Human Resources, Chippewa Valley Schools Administration, 19120 Cass Avenue, Clinton Township, MI 48038 Phone: [phone] Email:[e-mail] / Nondiscrimination inquiries related to disability should be directed to: Section 504 Coordinator, Director of Special Services, (same address) Phone: [phone] Email:[e-mail] .Persons with disabilities needing accommodations for employment must notify Chippewa Valley Schools of their need in writing within 182 days. Civil Rights and Title IX inquiries can also be directed to the Department of Civil Rights at [phone] [e-mail]

Position Type: Full-Time
Salary: $17.75 to $18.04 Per Hour

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Human Resources
• 19120 Cass Avenue
• Clinton Township, Michigan 48038
• Phone: [phone]
• Email: [e-mail]