Paraprofessional, Special Education (Sped) - Significant Support (SOAR/TDP)

Job Title: Paraprofessional, Special Education (Sped) - Significant Support (SOAR/TDP) Pay Program: Support Staff, Non-Exempt Pay Range: Range 8 $19.68 - $21.96 *Pending board approval Work Year: Student Contact Days (School Year Calendar) (177 Days / 7 Hours) Reports to: Building Administrator/Sped Coordinator Direct Reports: This position has no supervisory responsibilities. Summary Operating under the direction of the Building Leader and licensed special education staff, this position provides instructional, behavioral, and personal-care support to students with disabilities. The role assists with implementing Individualized Education Programs (IEPs), supports academic and social-emotional skill development, reinforces positive behavior strategies, and ensures a structured learning environment. It also assists with data collection, personal care, and safety procedures to promote student growth, engagement, and independence. The position may involve working with individual students or small groups and requires strong communication, teamwork, and adaptability to meet diverse student needs. Duties may vary based on student and building needs. Essential Responsibilities To perform this job successfully, an individual must be able to perform each essential responsibility satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Frequency of responsibility, percent of time and work year may vary based on department or building assignment. Job Responsibility Description 1. Instructional Support Support delivery of teacher‑designed instruction in individual, small‑group, and classroom settings. Assist in implementing IEP goals, accommodations, and modifications under the direction of licensed staff. Adapt and prepare instructional materials to meet diverse learning and sensory needs. Support student engagement through prompting, cueing, modeling, and scaffolding. Assist with maintaining structured, predictable learning routines and assistive or multi‑sensory environments. Provide support with assistive technology, communication systems, or adaptive equipment as trained. 2. Behavior Monitoring and Support Support implementation of behavior intervention plans, safety plans, and crisis plans under licensed supervision. Reinforce positive behavior strategies, coping skills, and replacement behaviors. Monitor student behavior and social‑emotional needs across settings (classrooms, hallways, recess, cafeteria, specials, etc.). Use district‑approved de‑escalation and crisis‑prevention strategies, asking for assistance when needed. Assist in responding safely to challenging behavior, including physical intervention when required and authorized. 3. Personal Care and Hygiene Support Assist students with personal care needs such as eating, feeding, toileting/diapering, hygiene, dressing, or mobility supports. Follow student health plans, including medication assistance as directed by licensed staff or medication support under direction or delegation by a School Nurse (RN). Assist with positioning, transfers, and use of mobility equipment following OT/PT guidance and safety protocols. Maintain a clean and sanitary learning environment and follow all safety and infection‑control procedures. 4. Data Collection and Documentation Collect and record data on IEP goals, behavior plans, and student progress using district procedures. Report observations to teachers and licensed staff to support progress monitoring and instructional adjustments. Maintain accurate, timely, and confidential documentation. 5. Student Supervision and Safety Supervise students during arrival, dismissal, hallways, recess, lunch, bus loading/unloading, and transitions. Assist with safety drills and respond to emergencies following district protocols. Ensure safe use of equipment, materials, and school environments. 6. Meetings, Training, and Collaboration Participate in team meetings, IEP meetings (as appropriate), staff training, and required professional development. Collaborate with teachers, specialists, and related service providers to support student needs. 7. Other Duties Additional tasks, duties, and responsibilities may be assigned as needed/requested. Education and Experience High school diploma or equivalent required Two years of experience working with children preferred Prior school district experience preferred Experience working with students with disabilities or supporting students with significant needs preferred Coursework or training in special education, behavior support, child development, or healthcare preferred Bilingual (English/Spanish) language skills required when assigned to a bilingual program Licenses, Registrations or Certifications Criminal background check required for hire Must be able to lift 35 pounds. Lift test required at time of hire Quality Behavioral Solutions certification (QBS) must be obtained within 60 days of hire Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) certification required within 60 days of hire Knowledge, Skills and Abilities Ability to support academic, behavioral, and functional instruction under teacher direction. Knowledge of strategies for supporting students with disabilities, including prompting, modeling, and scaffolded learning. Ability to support assistive technology, communication devices, or adaptive equipment after training. Ability to remain calm when faced with challenging student behavior, including physically or verbally aggressive behavior Ability to build supportive, respectful relationships with students and maintain appropriate boundaries. Ability to adapt to changing needs, manage frequent interruptions, and maintain focus in a busy school environment. Ability to supervise students safely in a variety of settings and respond appropriately in crisis or emergency situations. Ability to follow district safety procedures and report concerns promptly. Ability to be adaptable and flexible with collaborative critical thinking and problem‑solving capabilities Ability to assist students with toileting, feeding, hygiene, mobility, or positioning following training. Ability to follow health plans and safety protocols with accuracy. Understanding of infection‑control and sanitation procedures. Clear and effective written and verbal communication skills Strong customer service skills, with the ability to provide support in a professional and approachable manner Commitment to handling sensitive and confidential information with the highest ethical standards Strong interpersonal skills to collaborate with staff and various stakeholders Ability to lead, communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds Ability to follow applicable federal, state, local laws and Board of Education policies, in addition to building and department procedures Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator Basic operating knowledge of computers, district‑approved devices, and common educational technology tools. Ability to use email, word processing, spreadsheets, and other standard office software. Ability to operate typical office equipment such as copiers, printers, and telephones. Date and Application Information Date Posted: 4/23/2026 Date Available: 2026-27 Closing Date: 07/19/2026 #J-18808-Ljbffr Mesa-County-Valley-School-District-51