SpEd Paraprofessional - Behavior

Academy School District 20•Colorado Springs, CO

23h•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. The role addresses current student needs at Foothills Elementary School. If student needs change, the employee may be required to work at another school during the school year. The position supports students with special needs by implementing established behavior plans, assisting with behavior management, observing students, and collecting and reporting behavioral data. The employee communicates with teachers, special education teams, counselors, administrators, parents, and other school staff regarding student progress and behavioral interventions. The work is generally performed in a school setting but may also involve bus stops, school transportation, community instructional settings, or a student's home during transitions. This is a regular, full-time position scheduled for 37.5 hours per week, 7.5 hours per day, Monday through Friday, for 176 days per year. The compensation range is $21.02–$22.07. The estimated start date is November 11, 2026.

Requirements

High school diploma or equivalent.
Ability to communicate effectively verbally and in writing.
Ability to create, access, enter, retrieve, and manipulate information in software systems; computer proficiency including office productivity applications.
Ability to maintain accurate records, document management, and filing systems.
Ability to establish and maintain effective working relationships with supervisors, administrators, coworkers, staff, students, parents, and the public, including people from diverse backgrounds and professions.
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 priorities, and work independently without direct supervision.
Ability to work days, hours, locations, and assignments as directed within the position’s responsibilities.
Commitment to student education as a primary responsibility and a student-centered, relationship-focused approach.
Knowledge of special education, other educational programming, and associated legal requirements as related to assigned students’ needs.
Knowledge of office methods and procedures and district policies, procedures, and functions.
Demonstrated ability to work well with others in a team setting and to use organizational, time-management, cooperative, collaborative, and problem-solving skills.
Strong interpersonal, written, listening, and verbal communication skills; detail-oriented, energetic, creative, innovative, and flexible.
Ability to meet students’ physical and self-help needs, including toileting, feeding, dressing, and transfers.
Ability to physically restrain a student following Nonviolent Crisis Intervention guidelines and physically escort students as needed.
Ability to visually and auditorily monitor students in time-out and other locations.
Ability to sit, stand, walk, stoop, kneel, crouch or squat, climb stairs, ladders, and/or stools, and reach, hold, grasp, turn, and handle objects.
Ability to lift, push, pull, or carry up to 50 pounds; lift 50 pounds safely in a two-person lift, with higher demands possible depending on assignment and student need.
Oral and auditory capacity for interpersonal interaction and use of communication devices; visual and hand/finger coordination to use equipment, writing utensils, and computer keyboards.
Ability to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.

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.
Observe students to assist with functional behavioral assessments.
Collect, maintain, and chart behavioral data according to established plans and in coordination with the behavior coordinator.
Communicate regularly with classroom teachers, special education teams, counselors, and administrators to identify changes and progress in behavioral interventions.
Communicate concerns about students’ physical school environments, including time-out areas, to support effective behavioral interventions.
Organize and report behavioral data at meetings with school staff and parents and at IEP team meetings.
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 transfers to the student’s home school.
Monitor and consult on established behavior programs turned over to staff at the student’s school.
Work at another school if student needs change and the position is reassigned.
Work scheduled school/work hours and days, and extended hours or days when directed.
Participate in ongoing training as required and be willing to train in delegated nursing practices.