Paraeducator l: SPED (Chipeta ES) 0.35 FTE

Educational Support Professional: Paraprofessional-SPED (Elementary)

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

Department/School: Chipeta Elementary School

Reports To: Principal

FTE: 0.35 (2.8 hours per day)

Days/Year: 184

Salary Grade: A10

Salary Schedule: This position is based on the 2025-2026 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).
• Monitor, document, and report student progress and behavior; maintain 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 (ex: ACT-Work Keys and ETS-ParaPro)

• Preferred: Associate's degree or higher in education or related field
• Required: Experience working with children with disabilities or in a related setting
• Preferred: Bilingual skills relevant to district population

Working Conditions & Physical Demands

Work involves a combination of light to occasionally heavy physical activity, with the majority of the day requiring movement 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 occasional stooping, kneeling, crouching, and overhead reaching, as well as fine motor activities. Employees will frequently sit, stand, walk, balance, and reach at both desk and floor level, and perform firm and simple grasping. The position requires constant seeing, hearing, and verbal communication to effectively perform job duties.

Employees in this category will also receive the following for the 2025-2026 school year:

1. Non-Recurring Pay: 7% of base salary in Non-Recurring Pay (distributed as 3.5% on November paycheck and 3.5 % on May paycheck).
2. 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.

Base 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 twenty-five (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). Steps are determined by experience listed on the application and resume.

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 left the District and then returned to the same position shall be hired at the same pay grade (refers to the ESP placement on salary schedule by job title) and step at time of resignation. 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