Severe Needs Para Educator - Altitude Elementary School
Cherry Creek School District, Aurora, CO, United States
Job Title
Severe Needs Para Educator
Job Summary
Under the guidance of licensed special education staff, assist students with severe special education needs by helping individuals or small groups of students with curriculum, implementing programming, generalizing learned skills, and implementing behavior strategies. Assist licensed special education staff by preparing materials, monitoring students, and recording student achievement and progress. Provide technical physical care for students. Maintain a clean and hygienic work environment where appropriate. When working in an online/remote environment, provide support to students by assisting them with access to remote learning, re‑teaching curriculum, implementing programming, setting up executive functioning strategies, generalizing learned skills, and completing assignments. Assignments include: Autism, Behavior Development (BD), Early Childhood Education, Homebound (FAPE) Program, Integrated Learning Center (ILC), Serious Emotional Disability (SED), and Transition Programming.
Essential Duties and Responsibilities
Shared Job Tasks
Assist students with classroom activities, including adapting the curriculum to individual student needs. Assist with curriculum delivery to both individuals and small groups to ensure generalization of skills. (Daily, 35%)
Implement student accommodations, supports, modifications, procedures, and programming outlined in the Individual Education Plan (IEP). Maintain records of student progress and behavior in conjunction with licensed staff, providing feedback and reporting observations to the IEP team. (Daily, 30%)
Assist special education licensed staff in preparing materials, administering tests, attendance, and other paperwork and documentation. Assist with other classroom events such as fire drills. (Daily, 5%)
Perform other duties as assigned or requested. (Daily, 5%)
Integrated Learning Center (ILC) / Homebound Program
Monitor students and reinforce appropriate behavior. Assist in verbal de‑escalation and non‑violent crisis interventions to reduce the risk of self‑harm and harm to others. Assist student development of social interactions or communication between students with special needs and general education peers. (Daily, 15%)
Provide technical physical care for students with special needs as assigned, which may include toileting, grooming, cleaning ventilation devices, feeding, care of gastrostomy tube (G‑tube), positioning, and improving range of motion. Follow medication delivery orders under guidance of a registered school nurse. (Daily, 10%)
Serious Emotional Disability (SED) Assignment
Monitor students and reinforce appropriate behavior. Assist in verbal de‑escalation and non‑violent crisis interventions to reduce the risk of self‑harm and harm to others. Assist student development of social interactions or communication between students with special needs and general education peers. (Daily, 25%)
Online / Remote Environment
Assist small groups of students or individuals with online classroom activities, including curriculum accommodations or modifications. Assist with curriculum delivery or practice to ensure generalization of skills. If working in the DHH Program, develop student language, vocabulary, reading, and writing using sign language. (Daily, 50%)
Prepare assignments for students to complete at home and support students in completing assigned work. (Daily, 35%)
Maintain records of student progress and behavior in conjunction with licensed staff, providing special reports, feedback, and reporting observations to the IEP team. (Daily, 5%)
Support students in troubleshooting technology issues. (Daily, 5%)
Perform other duties as assigned or requested. (Daily, 5%)
Minimum Qualifications
Criminal background check and fingerprinting required.
High School Equivalency (HSE) diploma.
No professional work experience required.
Title I assignments must meet one of the following:
Completed at least two years of study at an institution of higher education; or
Obtained an associate’s or higher degree; or
Met a rigorous standard of quality and demonstrated through a formal state or local assessment proficiency in and ability to assist with instruction in: reading/language arts, writing, and mathematics; or reading readiness, writing readiness, and mathematics readiness.
Mandatory biennial Crisis Prevention Intervention training provided by the District for staff working in an Autism, Behaviorally Disordered, or ILC assignment.
Medication administration training provided by the District as needed.
Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
Basic knowledge of Microsoft Office.
Intermediate verbal and written communication skills.
Intermediate interpersonal relations skills.
Intermediate organizational skills.
Ability to work alone and with others.
Ability to appropriately modify curriculum.
Ability to implement behavior modification techniques.
Ability to diffuse and manage volatile and stressful situations.
Ability to maintain confidentiality in all aspects of the job.
Ability to work one‑on‑one and in small groups with students.
If working in the DHH Program, ability to understand the impacts of hearing loss on learning and social interaction.
If working in the Homebound program, ability to set appropriate boundaries and build appropriate relationships while working in the home setting with families and other student healthcare providers.
If working in the Homebound program, ability to communicate and maintain appropriate boundaries with families while working in their homes with students.
Desired Qualifications
Experience working in the public sector, specifically public education.
Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds.
Racially conscious and culturally competent with the capacity to commit to a culture of continuous improvement.
Associate’s degree.
Work with special needs children in a paid program or licensed special education teaching experience.
Experience working with students with autism, behavior challenges, medically fragile conditions, hearing or vision loss, or intellectual disabilities.
CPR and First Aid certification.
Physical Requirements and Working Conditions
Work location is subject to change to meet the requirements of the organization.
Medium work strength level (lifting or carrying 50 pounds).
Primarily works indoors.
Typical moderate noise level.
Prolonged standing and walking.
Frequent bending, reaching, and climbing.
Frequent lifting, pulling, and/or pushing.
Squatting.
Overhead work.
Eye/hand coordination (e.g., typing, ten‑key).
Visual concentration.
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Severe Needs Para Educator
Job Summary
Under the guidance of licensed special education staff, assist students with severe special education needs by helping individuals or small groups of students with curriculum, implementing programming, generalizing learned skills, and implementing behavior strategies. Assist licensed special education staff by preparing materials, monitoring students, and recording student achievement and progress. Provide technical physical care for students. Maintain a clean and hygienic work environment where appropriate. When working in an online/remote environment, provide support to students by assisting them with access to remote learning, re‑teaching curriculum, implementing programming, setting up executive functioning strategies, generalizing learned skills, and completing assignments. Assignments include: Autism, Behavior Development (BD), Early Childhood Education, Homebound (FAPE) Program, Integrated Learning Center (ILC), Serious Emotional Disability (SED), and Transition Programming.
Essential Duties and Responsibilities
Shared Job Tasks
Assist students with classroom activities, including adapting the curriculum to individual student needs. Assist with curriculum delivery to both individuals and small groups to ensure generalization of skills. (Daily, 35%)
Implement student accommodations, supports, modifications, procedures, and programming outlined in the Individual Education Plan (IEP). Maintain records of student progress and behavior in conjunction with licensed staff, providing feedback and reporting observations to the IEP team. (Daily, 30%)
Assist special education licensed staff in preparing materials, administering tests, attendance, and other paperwork and documentation. Assist with other classroom events such as fire drills. (Daily, 5%)
Perform other duties as assigned or requested. (Daily, 5%)
Integrated Learning Center (ILC) / Homebound Program
Monitor students and reinforce appropriate behavior. Assist in verbal de‑escalation and non‑violent crisis interventions to reduce the risk of self‑harm and harm to others. Assist student development of social interactions or communication between students with special needs and general education peers. (Daily, 15%)
Provide technical physical care for students with special needs as assigned, which may include toileting, grooming, cleaning ventilation devices, feeding, care of gastrostomy tube (G‑tube), positioning, and improving range of motion. Follow medication delivery orders under guidance of a registered school nurse. (Daily, 10%)
Serious Emotional Disability (SED) Assignment
Monitor students and reinforce appropriate behavior. Assist in verbal de‑escalation and non‑violent crisis interventions to reduce the risk of self‑harm and harm to others. Assist student development of social interactions or communication between students with special needs and general education peers. (Daily, 25%)
Online / Remote Environment
Assist small groups of students or individuals with online classroom activities, including curriculum accommodations or modifications. Assist with curriculum delivery or practice to ensure generalization of skills. If working in the DHH Program, develop student language, vocabulary, reading, and writing using sign language. (Daily, 50%)
Prepare assignments for students to complete at home and support students in completing assigned work. (Daily, 35%)
Maintain records of student progress and behavior in conjunction with licensed staff, providing special reports, feedback, and reporting observations to the IEP team. (Daily, 5%)
Support students in troubleshooting technology issues. (Daily, 5%)
Perform other duties as assigned or requested. (Daily, 5%)
Minimum Qualifications
Criminal background check and fingerprinting required.
High School Equivalency (HSE) diploma.
No professional work experience required.
Title I assignments must meet one of the following:
Completed at least two years of study at an institution of higher education; or
Obtained an associate’s or higher degree; or
Met a rigorous standard of quality and demonstrated through a formal state or local assessment proficiency in and ability to assist with instruction in: reading/language arts, writing, and mathematics; or reading readiness, writing readiness, and mathematics readiness.
Mandatory biennial Crisis Prevention Intervention training provided by the District for staff working in an Autism, Behaviorally Disordered, or ILC assignment.
Medication administration training provided by the District as needed.
Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
Basic knowledge of Microsoft Office.
Intermediate verbal and written communication skills.
Intermediate interpersonal relations skills.
Intermediate organizational skills.
Ability to work alone and with others.
Ability to appropriately modify curriculum.
Ability to implement behavior modification techniques.
Ability to diffuse and manage volatile and stressful situations.
Ability to maintain confidentiality in all aspects of the job.
Ability to work one‑on‑one and in small groups with students.
If working in the DHH Program, ability to understand the impacts of hearing loss on learning and social interaction.
If working in the Homebound program, ability to set appropriate boundaries and build appropriate relationships while working in the home setting with families and other student healthcare providers.
If working in the Homebound program, ability to communicate and maintain appropriate boundaries with families while working in their homes with students.
Desired Qualifications
Experience working in the public sector, specifically public education.
Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds.
Racially conscious and culturally competent with the capacity to commit to a culture of continuous improvement.
Associate’s degree.
Work with special needs children in a paid program or licensed special education teaching experience.
Experience working with students with autism, behavior challenges, medically fragile conditions, hearing or vision loss, or intellectual disabilities.
CPR and First Aid certification.
Physical Requirements and Working Conditions
Work location is subject to change to meet the requirements of the organization.
Medium work strength level (lifting or carrying 50 pounds).
Primarily works indoors.
Typical moderate noise level.
Prolonged standing and walking.
Frequent bending, reaching, and climbing.
Frequent lifting, pulling, and/or pushing.
Squatting.
Overhead work.
Eye/hand coordination (e.g., typing, ten‑key).
Visual concentration.
#J-18808-Ljbffr