Village Builder (0.5)/SEA (0.317) - 0.817 FTE - Crestwood - 26-27 SY

Village Builder (0.5)/SEA (0.317)

• 0.817 FTE
• Crestwood
• 26-27 SY Madison Metropolitan School District
• 3.

6 Madison, WI Job Details From $24.82 an hour 20 hours ago Qualifications Hygiene practices (early childhood general education) Computer operation Student progress monitoring Classroom active supervision HIPAA compliance In-person tutoring Teacher collaboration Toileting assistance Individual crisis management Personal protective equipment (PPE) use Tube feeding Word processing Computer literacy Maintaining patient confidentiality Writing skills HIPAA Communication with special education students Positive behavioral interventions and supports (PBIS) in classroom management Care documentation Dressing assistance Family Educational Rights and Privacy Act (FERPA) Small group instruction Developmental disability care assistance Physical assistance for special education students Learning styles adaptability Driver's License Documentation tools Classroom behavior modification Diaper changing Child safety supervision Full Job Description Village Builder (0.5)/SEA (0.317)

• 0.817 FTE
• Crestwood
• 26-27

SY Fyce Crestwood Elementary Starting Compensation:

$24.82

Employment Type:

Non-Exempt MMSD is seeking highly motivated and energetic applicants! Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning. Why You Should Work with MMSD! The Madison Metropolitan School District (MMSD) is the second-largest school district in Wisconsin. We have a simple but bold vision — to ensure that every school is a thriving school, that prepares every student to graduate from high school ready for college, career, and community. We welcome applicants who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families, and staff. In addition, we have a great compensation package. Visit our benefits page and compensation page for more information. Becoming a Model School District The Madison Metropolitan School District is committed to being anti-racist, culturally responsive, and inclusive. We have a simple but bold vision — to ensure that every school is a thriving school, fostering the growth of every student so they graduate from high school ready for college, career and community. Our strategy is captured in our strategic framework, and centers on three major goals: that all children achieve academically, that our schools are places where children and adults thrive, and that our Black youth excel at school. To achieve this vision, we seek to retain staff in all positions, who are committed to being anti-racist, culturally responsive, and inclusive. Staff who will actively contribute to our ongoing commitment to making MMSD a thriving, welcoming environment for all students, families and staff. We firmly believe in and are here to create a work environment that is challenging and rewarding, while supporting employees in their career path. We strive to provide, encourage, grow, and develop a talented workforce that better supports and represents the diversity of our student population. We know this vision doesn't come to life without dynamic leaders and support staff in every school. About Our District The Madison Metropolitan School District is the second largest school district in Wisconsin. The district serves a beautifully diverse population of more than 25,000 students. More than half are students of color. Almost half come from low income households. Nearly one third are English Language Learners, and more than 100 languages are represented in our schools. Madison schools are committed to making this district a place where every child thrives. Village Builder Purpose of the

Position:

The Educational Assistant, referred to as Village Builders, is a strategic position that intentionally recruits a nurturing adult from the community to support social-emotional learning, belonging and family engagement in a school and classroom community. They will be supervised by the Principal but supported with professional development by the FYCE Coordinator and/or Manager of Community Schools. Schools are encouraged to recruit for this position within their families and attendance areas.

Essential Duties and Responsibilities:

Support youth in identifying, understanding, and processing emotions to enable classroom participation Support academic and instructional goals of the teacher Facilitate individual and/or small groups for SEL and/or tutoring Exude enthusiasm for children and learning Model warm and embracing disposition and tone with students Engage with students at recess and lunch to build trust Support Family Liaisons, teachers, Student Services Teams, and Administrators with family engagement Attend regular meetings with supervisor and FYCE Coordinator Knowledge, Skills, and Abilities Required to

Perform Essential Job Functions:

Ability to provide individual and small group instructional reinforcement Ability to work independently with students in school, community, vocational, and domestic situations under the direction of a teacher Ability to keep accurate student data Ability to follow teacher direction, written plans, individual education programs, and behavior intervention plans Ability to communicate effectively with diverse students, staff and community, orally and in writing Ability to maintain student confidentiality Ability to walk, lift (up to 50 lbs.), climb, bend, reach, and kneel Ability to learn and use basic computer skills (e-mail, internet, word processing) Special Education Assistant (SEA)

Purpose of Position:

Under the direct or general supervision of a building principal or department leader and the daily direction of a Special Education Teacher or Student Services staff, the Special Education Assistant performs highly specialized work with students with disabilities across the developmental lifespan. This position adapts to the specific needs of the assigned population: fostering foundational development in early childhood, supporting academic access in 4K-12, providing necessary supplementary aids and services to follow student Individual Education Programs (IEPs), Behavior Support, Regulation Plans, and coaching vocational independence in 18-21-year-old transition services. The exact population served will vary depending on the location and assignment of the role.

Supervisory Responsibilities:

None Essential Duties and Responsibilities:

1. Instructional Support & Academic Assistance Early Childhood (4K): Support "learning through play-based activities" by navigating centers (sensory, blocks, dramatic play) and scaffolding foundational skills like tool use (e.g., scissors, glue) and letter recognition. Academic Reinforcement (4K-12): Implement modified curriculum and intervention strategies to maximize student independence within the general education environment. Transition (Ages 18-21): Provide on-site job coaching at community work-sites. Perform task analysis to break down vocational duties into manageable steps and gradually fade support as the student gains mastery.

Inclusive Literacy:

Prepare adapted materials (e.g., recorded books, visual schedules, or communication boards) to ensure all students can access content at their developmental level. 2.

Behavioral Intervention & Student Supervision Positive Behavior Support:

Assist with monitoring and implementing positive behavior strategies, behavior intervention plans (BIPs), and "safe space" procedures. This includes supporting students in emotional regulation and behavioral success using district-approved techniques and safety protocols; providing high-quality supervision during lunch, recess, field trips, and the loading/unloading of school buses; and coaching professional workplace etiquette and social cues.

Environmental Adaptation:

Assist in modifying the physical and social environment to foster a sense of belonging and increase student engagement in classroom and community activities.

Active Supervision:

Maintain proactive, focused awareness of all students by intentionally positioning oneself to see and hear at all times. This involves scanning the environment to anticipate risks and provide a safety net while still allowing for student growth. This includes, but is not limited to: Performing frequent headcounts and maintaining "reach-close" proximity during playground transitions or high-sensory play. Strategically moving throughout the room during lessons, maintaining a "line of sight" for all students, and recognizing early precursors to behavioral or medical distress to intervene before an escalation occurs. Utilizing "discreet shadowing" at a community job site, monitoring from a distance to ensure the student navigates the workplace safely without hindering their professional independence. 3.

Personal Care & Physical Assistance Daily Living Support:

Perform sensitive personal care tasks, including changing/dressing, eating, diapering/potty training, bathroom assistance, and administering tube feedings or medications per health plans.

Dignified Assistance:

Ensure all care is performed with the highest respect for privacy and age-appropriateness.

Mobility & Technology:

Assist with student transfers and the application of adaptive devices (wheelchairs, standers, gait trainers). Coach students to use high

• or low-tech communication devices to advocate for their own needs.

Hygiene:

Maintain strict sanitation protocols and PPE usage to ensure a safe environment for students and staff. 4.

Data Collection & Documentation Progress Monitoring:

Record objective data, as directed by CC Teachers, that can be used for the development of student programming. This data could be related to a student's IEP goals, developmental milestones, ABC behavior logs, and Post-Secondary Transition Plan (PTP) vocational metrics (18-21).

Communication:

Provide information contributing to notebooks, "Home-to-School" folders or electronic logs to provide families and teams with daily updates on successes, care needs, and community performance.

Confidentiality:

Ensure absolute

FERPA/HIPAA

compliance regarding all student records, acknowledging the legal status of students who have reached the age of majority. 5.

Team Collaboration & Logistics Multidisciplinary Feedback:

Collaborate with teachers, OT, PT, SLP, and external agencies (like the DVR) to provide feedback on the effectiveness of modifications.

Operational Readiness:

Prepare sensory kits (playdough, heavy work tools) and organize the learning or vocational environment.

Community Logistics:

Coordinate and execute daily travel schedules for community-based instruction and work-site rotations. 6. Other Duties as Assigned Perform other duties as assigned by leadership or their representatives or designees. Attend district and school functions that support MMSD's strategic framework, initiatives, and core values. Complete any and all district-required training. Build collaborative relationships with business partners. Knowledge, Skills, and Abilities Required to

Perform Essential Job Functions:

Inclusive Practices :

Understanding of special education terminology and the ability to maintain high expectations for all students.

Instructional Adaptability:

Ability to modify and deliver curriculum materials and literacy activities as directed by a licensed professional to support diverse learning styles.

Behavioral Support & De-escalation:

Ability to remain calm and professional during high-stress situations while implementing positive behavior strategies and approved safety protocols; aligned with district-mandated training.

Assistive Technology Proficiency :

Skill in operating and troubleshooting high

• and low-tech adaptive devices, communication boards, and specialized educational software.

Personal Care Competency:

Ability to perform sensitive personal care tasks, including diapering, bathroom assistance, and tube feedings, while maintaining student dignity.

Data Accuracy:

Skill in recording objective academic and behavioral data (such as ABC logs) and maintaining strict student confidentiality under

FERPA/HIPAA

guidelines.

Interpersonal Collaboration:

Ability to communicate effectively with a multidisciplinary team (OT, PT, SLP, and teachers) to provide feedback on student performance.

Environmental Navigation:

Ability to transition smoothly between classroom, community-based, and vocational settings while maintaining a daily schedule.

Physical Strength & Mobility:

Ability to frequently lift, push, pull, and transfer students (often up to 50 lbs or more depending on district policy) and assist with orthopedic equipment like wheelchairs and standers.

Stamina & Positioning:

Ability to stand, walk, kneel, squat, and reach for extended periods; ability to keep pace with students during transitions, recess, or community outings.

Sensory Awareness:

Ability to work in environments with varying noise levels, lighting, and activity, while remaining focused on student safety and engagement.

Observation & Monitoring:

Ability to recognize subtle changes in a student's physical health or emotional state and alert the appropriate supervisor or medical staff immediately.

Hygiene & Safety Compliance:

Commitment to following strict health and sanitation policies, including the use of personal protective equipment (PPE) when necessary.

Transportation Assistance:

Ability to safely assist students with the physical requirements of loading and unloading school buses and navigating field trip environments.

Professional Growth:

Willingness to engage in ongoing training to stay current on safety protocols, medical updates, and inclusive instructional strategies.

Minimum Qualifications:

Minimum of two (2) years working with children Experience living and working with populations of diverse racial, gender, economic, and linguistic backgrounds Skilled in cross-cultural communication Willingness to learn District technology tools for reporting and monitoring student progress Next Steps Upon submitting, your application will be reviewed by the hiring manager. Based on your application materials, a hiring manager may reach out to you to schedule an interview. Candidates who have indicated fluency in Spanish and/or Hmong are invited to apply for our bilingual positions as well. If interested in a bilingual position, candidates would be asked to complete reading, writing, and oral language proficiency assessments. Working Conditions Work may require travel to different locations within the district and to off-site meetings. Position may require working evenings, nights, and some weekends. Certain positions within the District may allow hybrid work flexibility for a portion of their work schedule, depending on the needs of the position and the work unit. This topic and any remote work flexibility that may be available will be discussed in more detail in the interview process School-based positions are required to be in-person unless otherwise directed by the building principal. Physical Requirements Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. This position requires the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time. Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly. Disclaimer This position description is subject to change at any time. The above job description does not limit the duties and responsibilities listed above as they are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required. Employees in this position may be required to perform additional job-related tasks as directed by the supervisor. The Madison Metropolitan School District is an Equal Opportunity Employer. We continue to seek a diverse and talented workforce. We encourage veterans, women, people of color, LGBTQIA+, and people with disabilities to apply. Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability, or veteran status. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities.