SpEd Paraprofessional - Behavior

Academy School District 20•Colorado Springs, CO

1d•$21 - $22•Onsite

About The Position

The SpEd Paraprofessional - Behavior independently implements behavior programs as instructed by the behavior coordinator and/or IEP team and models behavioral programming for staff who work with students with behavior problems. This position addresses current student needs at the specified school; if needs change, the employee may be required to work at another school at any time during the school year. The district may modify or change the position’s duties and essential functions. The role is scheduled for 37.5 hours per week, 7.5 hours per day, Monday through Friday, for 176 days per year. The position is full-time and regular. Compensation is $21.02–$22.07. The estimated start date is November 2, 2026.

Requirements

High school graduate; high school diploma or equivalent required.
Ability to adapt to changing technologies and learn new equipment and systems.
Ability to communicate effectively verbally and in writing, and to communicate with students and adults in a variety of settings.
Computer proficiency, including office productivity applications and the ability to create, access, input, retrieve, and manipulate information in software systems.
Ability to maintain accurate records, document management, and filing systems.
Ability to establish effective working relationships with people from diverse backgrounds and professions, including supervisors, administrators, coworkers, staff, students, parents, and the public.
Ability to follow oral and written instructions and interact with the public courteously and professionally.
Ability to maintain confidentiality and understand data privacy laws and their implications for the educational community.
Ability to manage simultaneous demands, set clear priorities, work independently without direct supervision, and work days, hours, locations, and assignments as directed within the position’s responsibilities.
Commitment to students’ education as a primary responsibility and a student-centered, relationship-focused approach.
Demonstrated ability to work well with others in a team setting; excellent cooperative, collaborative, and problem-solving skills.
Effective organizational and time-management skills; attention to detail; strong interpersonal, written, listening, and verbal communication skills.
Knowledge of office methods and procedures, district policies and functions, and special education, other educational programming, and associated legal requirements as related to assigned students.
Willingness to be trained to carry out delegated nursing practices and to participate in ongoing training as required.
Ability to meet the physical and self-help needs of students; physically restrain or escort students when necessary; and safely lift 50 pounds. Some assignments may require higher lifting capacity depending on position and student needs.
Ability to sit, stand, walk, stoop, kneel, crouch or squat, climb stairs/ladders/stools, reach, hold, grasp, turn objects, and use computer keyboards and writing utensils.
Oral, auditory, visual, and manual coordination capacity for interacting, monitoring students, and using equipment.

Responsibilities

Report consistently for work as scheduled and perform other duties as assigned.
Attain proficient or higher evaluations on established performance standards.
Obtain and maintain certifications necessary to support students with special needs.
Implement established student behavior plans in a neutral and professional manner.
Assist with behavior management, including appropriate use of Nonviolent Crisis Intervention techniques.
Directly observe students to assist with functional behavioral assessments.
Collect, maintain, and chart student behavioral data according to established plans and in coordination with the behavior coordinator.
Communicate regularly with classroom teachers, the special education team, counselors, and administrators about changes or progress in behavioral interventions.
Communicate concerns about the student’s physical school environment, including the time-out area, to help ensure it supports successful behavioral intervention.
Organize and report behavioral data at meetings with school staff, parents, and IEP teams.
Inform appropriate school staff and/or the behavior program coordinator about student progress, changes, problems, and needed materials.
Assist school staff with activities associated with a student’s behavior program when responsibility for programming is transferred to the student’s home school.
Monitor and consult on established behavior programs transferred to staff at the student’s school.
Work scheduled school/work hours and days, and extended hours or days when directed.
Meet students’ physical and self-help needs, including toileting, feeding, dressing, and transfers; escort or restrain students when necessary and in accordance with applicable guidelines.
Apply for the position through the Workday application portal and upload a current resume in PDF format.