Eastridge Jobs in Indiana (NOW HIRING)

Position Type:
Support Staff/1-on-1 Sp. Ed. Instructional Assistant
Date Posted:
7/27/2026
Location:
Eastridge Elementary School
Closing Date:
Until filled
JOB TITLE: Instructional Assistant (Special Education: 1 on 1 EA).
FLSA CLASSIFICATION: Non-Exempt, hourly employee.
WORK DAYS: 180 days (days students are scheduled to attend school).
STANDARD HOURS PER DAY: 7 hours per day (30-minute unpaid duty-free meal break).
WORK YEAR: The Instructional Assistant is scheduled to work when students are present, usually beginning one day before students arrive and ending the last school day for students.
SALARY SCHEDULE & BENEFITS: The Instructional Assistant is paid on the "Instructional Assistants" salary schedule for the designated program, level 4, and is eligible for benefits on the "Support Staff" benefits schedule if hired for at least 90 consecutive days. Starting hourly rate $21.63 per hour.
REPORTS TO: Building Principal.
SUPERVISES: None.
SUMMARY OF DUTIES: Under direct supervision, the 1 on 1 Instructional Assistant in Special Education, provides individualized educational and access support to an assigned student under the direction of licensed instructional staff. The assistant helps the student access instruction, demonstrate learning, participate in classroom and school activities, use educational materials and technology, and develop independence. Support is provided in accordance with the student's educational plan, staff direction, district procedures, and applicable confidentiality requirements.
This position is assigned according to student and program needs. The assignment, work location, schedule, and specific responsibilities may change as those needs change. The Instructional Assistant performs related work as directed.
ESSENTIAL FUNCTIONS:
The following duties are representative of the essential functions of the position. Reasonable accommodations may be made to enable qualified individuals to perform these functions.

• Moving around the classroom and school campus efficiently
• Engaging in physical activities during lessons, recess, and physical education
• Responding quickly to student needs and emergencies
• Demonstrating and participating in activities that require physical movement and coordination

1. Student Support:

1. Provide one-on-one assistance during lessons, independent work, assessments, transitions, and other school activities.
2. Scribe the student's dictated responses accurately and without prompting, interpreting, correcting, or altering the student's ideas.
3. Assist with note-taking, keyboarding, document navigation, page turning, organizing materials, and other tasks needed for the student to access and complete academic work.
4. Read directions, questions, or instructional text aloud when directed and when permitted by the student's educational or assessment plan.
5. Prepare, position, and manage books, papers, writing tools, manipulatives, adaptive equipment, and digital devices so the student can participate as independently as possible.
6. Support student's use of assistive technology, accessibility tools, communication systems, and classroom technology as trained and directed.
7. Reinforce skills, strategies, and concepts previously introduced by the teacher.
8. Break assignments into manageable steps, repeat or clarify directions, and provide approved prompts without completing the student's thinking or decision making.
9. Assists students in achieving their goals that require physical and emotional support with successfully navigating classroom, cafeteria and school-related experiences as outlined by their IEP and teacher direction.
10. Participate in field trips with the student.

2. Behavioral Support and Safety & Health:

1. Implement behavior management strategies, following Individualized Education Plans (IEPs), to support students' emotional and behavioral development.
2. Ensure the safety and well-being of students at all times, following established protocols for medical and emergency situations.
3. Assist with functional access, position educational materials or equipment, and other assigned school routines after receiving appropriate training.
4. Observe the student and promptly report changes in participation, comfort, access, behavior, or safety to appropriate staff.
5. Maintain student's dignity and privacy while providing safe and consistent support with personal needs.
6. Assists students with daily living skills, such as dressing, eating, lavatory needs, grooming, medical needs, and personal hygiene as appropriate to individual development. Complies with personal hygiene rules and standard sanitation procedures.
7. Maintain clear professional boundaries and immediately refer instructional, behavioral, safety or health concerns to the appropriate licensed or supervisory staff member.

3. Assistive Technology: .

1. Familiarize the student with assistive technology tools and aid them in using these devices to enhance their learning and/or communication needs.

4. Classroom Collaboration and Professional Responsibilities:

1. Work under the direction of teachers, related-service providers, administrators, and other designated staff.
2. Facilitate the inclusion of our students into general education classroom activities, ensuring they have equal access to the curriculum.
3. Communicate all concerns and questions directly to the special education or classroom teacher only.
4. Communicate relevant observations to the special education or classroom teacher using objective, respectful, and confidential language.
5. Maintain open and effective communication with the teachers and other specialists involved in the student's education.
6. Participate in required training, meetings, and planning activities related to the assignment.
7. Maintain accurate records and documentation as directed.
8. Reinforce behaviors that demonstrate student's successful achievement and growth of identified goals.
9. Protect the confidentiality of student records, educational plans, accommodations, services, and personal information.
10. Follow district policies, building procedures, staff work rules, and applicable professional and ethical standards.
11. Maintain consistent and punctual attendance.

NON-ESSENTIAL FUNCTIONS:
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.

1. Performs related duties as directed.

ENTRY-LEVEL REQUIREMENTS:
1. EDUCATION/TRAINING: High School diploma or GED is required; an Associate's degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education is preferred. (Official transcripts are required to validate education.)
2. EXPERIENCE: Previous experience supporting students in a school, special education, accessibility, scribing, note-taking, rehabilitation, or related setting preferred.
3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate's degree or two years of college or passed the ParaPro Assessment. Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.
4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Understanding of the developmental, physical and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; with demonstrated stress management skills; ability to fulfill the dexterity and physical requirements of the work, and effectively attend to special needs of school age children.

• Meets applicable district, state, and federal requirements for instructional assistants or paraprofessionals.
• Ability to read, write, speak, and understand English sufficiently to support instruction, document information, and communicate effectively.
• Ability to scribe accurately from student dictation and maintain the student's intended meaning.
• Basic proficiency with computers, educational technology, and common accessibility features, or the ability to learn them.
• Ability to follow written and verbal directions, maintain confidentiality, and work collaboratively.
• Successful completion of required background checks and employment screenings.
• Willingness and ability to complete training specific to assigned student supports.

This job description is intended to convey information essential to understanding the scope of the position and is not an exhaustive list of skills, efforts, duties, or responsibilities associated with it. The school may revise this job description as needed.
PERFORMANCE APTITUDES:

1. Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
2. Human Interaction: Requires the ability to assist students and staff by action or interaction in carrying out specialized therapeutic or physical care plans and procedures.
3. Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs equipment and devices.
4. Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
5. Mathematical Aptitude: Depending on the school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
6. Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
7. Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.

PHYSICAL REQUIREMENTS & MOVEMENT: Tasks require the ability to exert very heavy physical effort in demanding work environments. This includes adjusting, balancing, bending, climbing, crouching, kneeling, and reaching materials or equipment at varied heights. Responsibilities involve remaining in stationary positions and moving frequently throughout classrooms, hallways, school grounds, transportation areas, and community settings.
LIFTING, HANDLING & SAFETY: Must be capable of lifting, carrying, pushing, and/or pulling heavy objects and materials (typically up to 100 pounds and occasionally 100 pounds or over). Role requires handling books, technology (ie. iPads, Chromebooks, educational technology equipment), instructional materials, and accessibility equipment, as well as providing assigned physical assistance following proper training and district procedures. Must be able to respond promptly during drills, transitions, emergencies, and other safety-related situations.
SENSORY REQUIREMENTS: Some tasks require visual perception and discrimination. Some tasks require oral communication ability.
ENVIRONMENTAL FACTORS: Tasks are performed in dynamic environments that may include high noise levels, crowded spaces, outdoor conditions, frequent interruptions and changing schedules.
Attachment(s):

• MSD Warren_Benefit Guide_2026.pdf