Special Education Paraeducator

About the Employer

Paraeducator I: Special Education - Mild/Moderate Needs (PreK-12)

Position Profile

Position: Educational Support Professional: Paraprofessional-Sped (Elementary)

Department/School: Fremont Elementary School

Reports to: Principal

FTE: 0.88

Days/Year: 184

Salary Grade: A10

Salary Schedule: This position is based on the 2026-2027 ESP salary schedule, School-Based Positions (Group B)

FLSA Status: Non-exempt

Applicants Must Be Legally Authorized to Work in the United States.

Position Summary

This position provides instructional and behavioral support to students under the direction of a certified teacher, working with individuals and small groups to reinforce learning and develop academic, communication, and functional skills. The role implements accommodations, modifications, and instructional strategies aligned with students' individual education plans (IEPs), while monitoring, documenting, and reporting student progress and behavior in compliance with established requirements, including Medicaid documentation as applicable.

The position supports classroom operations by preparing instructional materials, assisting with assessments and attendance, and completing clerical and organizational tasks related to student services. It promotes a structured, positive learning environment by reinforcing behavior plans, supporting social-emotional development, and assisting students with daily routines, transitions, and independence.

This role requires strong collaboration, adaptability, and attention to detail, as it involves supervising and supporting students across multiple settings and responding to diverse academic and behavioral needs throughout the school day.

Essential Job Functions

Provide Instructional and Behavioral Support to Students Under the Direction of a Certified Teacher

Working with individuals and small groups to reinforce learning and develop academic, communication, and functional skills.

Implement Accommodations, Modifications, and Instructional Strategies Aligned with Students' Individual Education Plans (IEPs)

Monitoring, documenting, and reporting student progress and behavior; maintaining accurate records aligned with IEP goals and compliance requirements, including Medicaid documentation as applicable.

Support Classroom Operations by Preparing Instructional Materials, Assisting with Assessments, Recording Attendance, and Completing Required Paperwork Related to Student Services

Assist students with classroom activities and daily routines, including support for independence, transitions, and functional skill development.

Promote a Positive, Structured Learning Environment by Reinforcing Behavior Plans, Social-Emotional Skills, and Appropriate Student Behavior

Supervise and support students across settings, including classroom, playground, lunchroom, field trips, and other school activities, with attention to individual needs.

Perform Clerical and Organizational Tasks, Including Data Entry, Filing, Copying, Laminating, Inventory Management, and Ordering Supplies

Assist with classroom logistics and events, including transitions, drills, and specialized programming needs.

Utilize Standard Office and Classroom Technology to Support Instructional, Behavioral, and Documentation Requirements

Perform other duties as assigned.

Knowledge, Skills, and Abilities

Knowledge of

Instructional and behavioral support practices in special education settings

Individual Education Plans (IEPs), accommodations, and modifications

Autism Spectrum Disorders and Other Developmental Disabilities

Behavior Intervention Strategies and De-escalation Techniques

Data Collection, Progress Monitoring, and Compliance Requirements (including Medicaid documentation)

Classroom Routines, School Procedures, and Assistive/Educational Technology

Skills in

Supporting individualized and small group instruction aligned to IEP goals

Implementing behavior plans and supporting social-emotional development

Observing, documenting, and reporting student progress and behavior

De-escalating challenging situations and maintaining a safe environment

Collaborating with teachers, specialists, and multidisciplinary teams

Organizing materials and maintaining structured, supportive environments

Performing clerical and documentation tasks accurately

Ability to

Work effectively with students with disabilities, including behavioral and communication needs

Implement IEPs and behavior plans with fidelity

Assist with daily living skills and student routines as needed

Remain calm and respond effectively in high-stress or crisis situations

Maintain strict confidentiality and follow compliance requirements

Communicate effectively with staff, students, and families

Demonstrate patience, flexibility, and strong interpersonal skills

Work collaboratively and independently across settings

Qualifications

Required:

High school diploma or equivalent

Title 1 schools only: completed at least two years of study at an institution of higher education; or obtained an associate's or higher degree; or demonstrated rigorous standard of quality through a formal state or local academic assessment (e.g., ACT-WorkKeys and ETS-Parapro)

Preferred:

Associate's degree or higher in Education or related field

Experience working with children with disabilities or in a related setting

Bilingual skills relevant to district population

Working Conditions & Physical Demands

Work is performed in a variety of environments and includes a combination of light to occasionally heavy physical activity.

The position requires frequent movement throughout the workday, including alternating between sitting, standing, and walking.

Physical requirements include lifting up to 50 pounds on an occasional basis and up to 10 pounds frequently.

Duties may involve stooping, kneeling, crouching, crawling, bending, balancing, and reaching at both desk and floor level, as well as occasional overhead reaching.

The role also requires dragging and lifting objects from floor to shoulder height up to 60 pounds on an occasional basis; pushing, pulling, and carrying up to 50 pounds; and lifting up to 20 pounds from shoulder to overhead.

The position requires frequent use of hands for grasping, holding, and turning objects, as well as fine motor skills to operate tools and computer equipment.

Employees must be able to feel the shape, size, and temperature of objects.

The role requires constant seeing, hearing, and verbal communication, as well as the ability to detect odors.

Employees must be capable of climbing stairs and performing physically demanding tasks as needed.

Employees in This Category Will Also Receive:

Non-recurring pay: 7% of base salary in non-recurring pay (distributed as 3.5% on November paycheck and 3.5% on May paycheck).

Staffing stability incentive (Adams Elementary, Galileo Middle School, and Mitchell High School): ESP employees will receive the equivalent of one salary step divided over 12 pay periods.

Salary Setting:

Employment, assignment, and salary placement is in accordance with job description requirements.

A work history is required to demonstrate job title, job duties, and time worked in the position.

Grade placement for ESP positions is determined by the salary schedule by job title resource. Reference the linked 'How Your Compensation is Determined' for more details.

Salary Setting (New Hires):

Any newly-employed Education Support Professional will be placed on the 25-step system.

Each step represents two years of experience, based upon equivalent experience.

The maximum number of years of experience granted is 19-20 years, which is equivalent to placement on Step Ten (10).

Salary Setting (Rehires):

Returning employees who have previously resigned or separated from the district will be rehired at the same step they were on at the time of resignation/separation plus any new experience gained in the same job, provided step increases were approved by the board during the years in question.

Employees with Experience in the District Who Have Resigned May Also Receive:

Additional relevant experience gained after resignation may be evaluated from the employee's application and updated resume.

See Employee Handbook (Located on the D11 Website) for Information on Salary Setting for Rehires (After Retirement), Promotions, and Lateral Transfers.

Equal Employment Opportunity

School District 11 is committed to a policy of nondiscrimination in relation to disability, need for special education services (whether actual or perceived), race, creed, color, sex, marital status, sexual orientation, transgender status, gender identity, gender expression, national origin, religion, ancestry, age, genetic information, or protected activity in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups.

Any harassment/discrimination of students and/or staff, based on the aforementioned protected areas, will not be tolerated and must be brought to the immediate attention of the school principal, D11 Administrator/Supervisor, or D11 Nondiscrimination Compliance/Grievance Coordinator.

The Office of Equal Opportunity Programs and Ombudservies has been designated to coordinate compliance with: Equal Pay Act of 1963, Civil Rights Act of 1964 (as amended), Age Discrimination in Employment Act of 1967, Title IX – Education Amendments Act of 1972, Section 504 of the Rehabilitation Act of 1973, Pregnancy Discrimination Act of 1978, and Americans with Disabilities Act of 1990.

For additional information, please contact the District 11 Office of Equal Opportunity Programs & Ombudservies at 1115 North El Paso Street, Colorado Springs, CO 80903-2599, phone: 719-520-2288, fax: 719-520-2442.

The following board policies address nondiscrimination in District 11: AC, AC-R, GBA, GBAA, JBB, JBB-R