Special Education Assistant II - Post High Program - 2026-27 School Year

Albemarle County Public Schools; Charlottesville (VA); On-site; USD 28,000 - 50,000; Full time

Benefits offered by this job

Health insurance

Dental coverage

Retirement plan

Paid time off

Wellness program

Gym discounts

Job summary

Albemarle County Public Schools in Charlottesville is seeking a Special Education Assistant II for the Post High Program for the 2026-27 school year. The role provides support to instructional programs, assisting with supervision, care, and instruction of students with special needs, implementing plans, and monitoring progress.

Under supervision of classroom teacher and building principal, the aide will maintain records, assist with data collection, support IEP goals, coordinate with

Qualifications

• Ability to supervise and guide students with special needs in instructional settings.
• Strong communication with teachers, families, and school staff.
• Commitment to inclusive and equitable education practices.

Responsibilities

• Assist in supervision, care and instruction of students with special needs.
• Implement instructional plans and monitor student behavior.
• Maintain student data and progress notes as required.
• Communicate with special education staff to support IEP goals.
• Support with clerical tasks and classroom setup as directed.

Skills

Classroom management

Communication

Empathy toward disabled students

Team collaboration

Data collection

Education

High school diploma

Job description

2026-27 School Year

The mission of the ACPS

Special Education Assistant II

Post High Program

2026-27 School Year

The mission of the ACPS Post High Program is to foster inclusion by leveraging students' functional job skills and academic knowledge through personalized education and support, to ensure student growth and success academically and in the community to become lifelong learners.

In ACPS, "all" really means all. ACPS employees enjoy competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more! Be sure to check out our website to learn more about our Division and our Schools.

General Definition Of Work

The Special Education Assistant II provides support to the instructional program with specific responsibility for assisting in the supervision, care, and instruction of students with special needs; assisting in implementing plans for instruction; monitoring student behavior; documenting activities and progress; and supporting students’ IEP goals. The Special Education Assistant II will provide extended classroom support and follow-up for students who receive special services; monitor and model evidence/research-based behavior intervention strategies based on recommendations by the special education teacher or behavior specialist/psychologist; help with data collection and analysis, communicate with special education teacher and/or behavior specialist regarding further needs, and ensure that behavior interventions will be practiced with fidelity. The Special Education Assistant II will be a resource for equitable opportunities for students with challenging behaviors; maintain the interventions with existing supports in the school and will streamline the shift of responsibility to the school staff. The Special Education Assistant II provides responsible para-professional, clerical, and human support in assisting the classroom teacher in the management and instruction of special education students; and performs related tasks as required and directed. All work is performed under the direction and supervision of the classroom teacher, however, the aide may independently carry out particular aspects of the instructional program which include activities outside of the normal school facility.

Essential Functions

• Develops and maintains pleasant and orderly classroom environment (e.g., maintain instructional materials, design bulletin boards, assist special education teacher and/or students in clean-up activities, etc.);
• Assists students in the completion of learning tasks assigned by classroom teachers;
• Leads and/or facilitates teaching of individuals in 1:1, small group, or whole class instruction;
• Carries out instructional plans as designated by the classroom teacher and if appropriate the student's Individual Educational Plan (IEP);
• Maintains student training data according to prescribed procedures;
• Assists individual students as necessary to follow routines, follow directions, follow an individual schedule, and/or complete tasks. May need to strictly adhere to a daily schedule with regularly and systematically account for the student's IEP;
• Procures, sets up, and operates audio-visual equipment;
• Assists in the development and implementation of individual student schedules, sensory program and sensory activities, motor group activities, discrete trial drills, and/or student behavior management plans;
• Creates alternative activities for independent work based on teacher-directed activities;
• Assists in the coordination of school and home supports and work tasks;
• Assists with data collection and facilitating accommodations as required by the classroom teacher or supervisor;
• Communicates effectively with special education teacher information to help facilitate the IEP goals of the students;
• Demonstrates cooperation, openness for growth, and willingness to contribute to a team approach to the educational program;
• Under the supervision of the classroom teacher and/or building principal, assists in the maintenance of students' records, collection of lunch monies, and related instructional activities (e.g., field trips, library, assembly, etc.) as directed;
• Monitors student’s attendance, behavior, and suspension data;
• Performs such clerical duties as typing, filing, and duplicating at the direction of the classroom teacher;
• Provides direct support to staff by introducing and modeling research/evidence-based interventions;
• Provides direct support to students by teaching and modeling research/evidence-based interventions and curriculum;
• Coordinates with Specialists and school staff to implement behavior curriculum;
• Provides transition plans and support for students moving from one educational setting to another;
• Coordinates with Specialists and school staff to develop effective intervention plans;
• Coordinates with Specialists and school staff to develop crisis/safety plans;
• Provides interventions to enable students to remain in school and/or help stabilize them;
• Supervises and trains students in the lunchroom or during lunch period;
• Supervises and trains students during free time and other non-instructional periods as directed by the classroom teacher;
• Maintains a notebook that will be monitored by the special education teacher and Specialists. It will contain the following: Weekly behavior logs to include observations and collected data; Behavior Intervention Plans (BIP) with progress notes; Social Skills lesson plans, including social stories; Incident reports and office referrals; Log of communication with school staff, family, and outside agencies;
• Assists students with daily living skills (i.e. toileting, feeding, diaper changes, positioning of students, etc.);
• Assists with deregulated students;
• Participates in team meetings;
• Assists with medical-related duties, i.e. catheterization, gastrointestinal feedings, assistive breathing devices, colostomy, and ileostomy needs;
• Assists with carry-over of related services, i.e., Occupational Therapy, Physical Therapy, Speech, Adapted Physical Education, and Vision;
• Performs other duties as assigned by classroom teacher or principal;

Knowledge, Skills and Abilities

Ability to develop and maintain an empathetic attitude toward disabled/handicapped students; willing to learn specialized instructional/management techniques employed with disabled/handicapped students; ability to communicate and develop effective working relationships with students, parents, and staff; must be high school graduate or hold equivalence of a high school diploma and be willing to seek and maintain CPR certification. Ability to develop and maintain an empathetic attitude toward disabled/handicapped students; willing to learn specialized instructional/management techniques employed with disabled/handicapped students; ability to communicate and develop effective working relationships with students, parents, and staff; must be high school graduate or hold equivalence of a high school diploma and be willing to seek and maintain CPR certification.

Education And Experience

Any combination of education and experience equivalent to graduation from high school including basic keyboard and filing training. Possession of an equivalent combination of training and experience which provides the required knowledge, skills, and abilities for the position.

Physical Conditions And Nature Of Work Contacts

Duties performed typically in school settings include classroom, gym, cafeteria, auditorium, and recreational areas. Frequent walking, standing, light lifting, up to 80 pounds, and other physical activities necessary for the movement and comfort of disabled students are required. Occasional travel with students on field trips may be necessary. Regular movement of students by wheelchairs and other mechanical devices may be required. Personal hygiene of disabled students in changing catheters, diapers, and clothing may be required. Training and immunization against blood-borne pathogens may be necessary. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Occasional attendance at parent conferences, building-level meetings division-wide meetings, and training activities beyond normal assigned hours is necessary. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents, and medical professionals may be required. Contacts with community and division-level staff may require considerable tact and diplomacy. Contact with children requires considerable empathy and understanding of students with disabilities. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Job responsibilities include both inside and outside duties. Flexibility and patience are required. Must be self‑motivated and able to complete job assignments. After‑hour work may be required. Must be able to work under stressful conditions. Knowledge of universal hygiene precautions. May be subject to physical and emotional outbursts by students, including such behaviors as hitting, kicking, spitting, scratching, and biting. Dexterity of hands and fingers assist/restrain students and operate specialized equipment or office equipment. Sitting or standing for extended periods of time. Bending at the waist, kneeling, or crouching to assist students. Seeing to read a variety of materials and monitor student activities. Hearing and speaking to exchange information. Reaching overhead, above the shoulders, and horizontally. Lifting or moving children from wheelchairs to tables or desks.

Evaluation

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.

Updated 2025-26 PG 9