2026-27 Classified Long Term Substitute-Fossil Ridge High School

IMDiversity; Fort Collins (CO); On-site; USD 23,000 - 32,000; Part time

Benefits offered by this job

PERA retirement

Job summary

Poudre School District in Fort Collins, CO is seeking a Paraprofessional Integrated Services II as a long-term substitute at Fossil Ridge High School. The role supports general and special education teachers, helping students access the curriculum and participate in class activities.

The position starts 9/26/2026 and ends 11/16/2026, 7.5 hours per day, pay rate $20.42/hour. Benefits include PERA retirement.

Qualifications

• High school diploma or equivalent.
• One year of related experience.
• Experience working with students with special needs preferred.
• Criminal background check required for hire.

Responsibilities

• Assist the classroom or special education teacher with instructional support.
• Implement behavior intervention strategies and monitor student safety.
• Supervise students in classrooms, hallways, and during transitions.
• Assist with personal care, hygiene, feeding and mobility as needed.
• Record student behavior and progress; assist with IEP documentation.
• Attend trainings and participate in team meetings.

Skills

Oral and written communication

English language skills

Interpersonal relations

Team collaboration

Education

High school diploma or equivalent

One year of related experience

Experience with special needs students preferred

Tools

Microsoft Office

Job description

2026-27 Classified Long Term Substitute-Fossil Ridge High School

Poudre School District

Fossil Ridge High School - Fort Collins, Colorado

Job Details

Job ID:5915954

Information specific to this position

This position is for a long term classified substitute at Fossil Ridge High School for a Paraprofessional II position. The substitute coverage is estimated to begin on 9/26/2026 and end on 11/16/2026. These dates could vary if needs change.

Hours/day: 7.5

Pay rate: $20.42/hour

Work calendar days: 186

Duration of position: Covering a leave of absence estimated to begin on 9/26/2026 and end on 11/16/2026.

Benefits

Benefits include: PERA retirement

Equal Opportunity Statement

Poudre School District is dedicated to affirming respect, compassion, and acceptance for all, and we celebrate diversity with regard to all backgrounds and identities. We believe that equity, diversity, and inclusion drive our success, and we encourage candidates from all identities, backgrounds, and abilities to apply. We are an equal opportunity employer committed to building inclusive work environments with employees who reflect our students and enthusiastically serve them. Therefore, in all aspects of the employment process, we provide employment opportunities to all qualified applicants without regard to race, color, religion, sex, disability, age, sexual orientation, gender identity or expression, pregnancy, medical condition related to pregnancy, creed, ancestry, national origin, marital status, genetic information, or military status, or any other protected status in accordance with applicable law. PSD is committed to finding the best candidate for the job, and that candidate may be one who comes from a less traditional background.

If you have a mental or physical impairment which limits one of your major life activities (e.g. walking, hearing, seeing, speaking, breathing, or learning) and require special accommodations during any portion of the application process, including testing and/or interviews, please contact us at [e-mail]. If requesting testing and/or interview accommodations, you must contact us at least three (3) working days before the interview or test date.

Job Categories

• Instructional Support > Paraprofessional / IA
• Substitute > Substitute

Job Requirements

Citizenship, residency or work visa required

Job Description

Job Title: Paraprofessional Integrated Services II

FLSA Status: Non-Exempt

Job Family: Classified - Instructional Support

Pay Range: PT17H

Prepared/Revised Date: August 1, 2026

Job Code: 41625

SUMMARY: Responsible for assisting the general classroom or special education teacher by providing instructional and physical support for students with significant support needs so that they may fully participate in class activities with access to the general education curriculum. Assist students with personal care, social skills and/or self-awareness. Assist both the special education and general education teachers with classroom accommodations, materials, clerical skills, and the monitoring of students.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Assist the general classroom or special education teacher by implementing instruction, reteaching concepts, and reinforcing learning skills for students with significant support needs. Adapt instructional materials to meet individual learning goals.
2. Implement behavior intervention strategies, de-escalate crises, and support students in managing emotional dysregulation. Respond to aggressive behaviors, self-harm risks, and other escalations with appropriate interventions to ensure student and staff safety.
3. Monitor students in classrooms, hallways, common areas, and during transitions (e.g., lunch, recess, field trips, arrival/dismissal). Enforce safety procedures, provide one-on-one supervision when needed, and assist in crisis situations, including physical interventions when required.
4. Provide hands‑on support with hygiene, toileting, feeding (including spoon and tube feeding), catheterization, lifting, transferring, and mobility assistance. Follow individualized health care plans and collaborate with nursing staff for medical needs.
5. Independently accommodate students with significant disabilities, including those with communication, sensory, and cognitive impairments. Use assistive technology, augmentative communication devices, and alternative language techniques as needed.
6. Maintain detailed records on student behavior, interventions, and academic progress. Collect and input Medicaid and other required data, track individualized student goals, and assist with documentation for IEP meetings.
7. Work closely with teachers, mental health providers, case managers, and other staff to implement behavior intervention plans, IEP goals, and crisis response strategies. Participate in problem‑solving meetings and adjust support based on student needs.
8. Assist students in developing self‑regulation, social interaction, and daily living skills. Encourage self‑advocacy and facilitate structured learning opportunities to promote independence.
9. Attend specialized training, including de‑escalation techniques (e.g., CPI), behavior management, and medical delegation training. Participate in staff meetings and professional development opportunities to enhance job skills.
10. Adjust quickly to student needs and situations, managing unpredictable behavior escalations, and responding to safety concerns. Work with students across multiple settings, including general education, special education, and community‑based instruction. May cover schedules for paras pulled away for an urgent student situation.
11. Support school‑wide safety protocols, participate in emergency response situations, and take on other responsibilities as required to ensure a safe and supportive learning environment.

EDUCATION AND RELATED WORK EXPERIENCE

• High school diploma or equivalent
• One year of related experience
• Experience working with special needs students preferred
• Equivalent combination of education and experience acceptable
• If assigned to a Title I school, at least one of the following criteria is required
• completion of at least two years of higher education
• an associate’s (or higher) degree
• successful completion of the WorkKeys assessmentdemonstratinginstructional competency within one year of hire

LICENSES, REGISTRATIONS or CERTIFICATIONS

• Criminal background check required for hire
• Crisis Prevention Institute (CPI) required within 3 months of hire
• Special Education Paraprofessional Academy classes (5 in first 2 years of hire)

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES

• Oral and written communication skills
• English language skills
• Interpersonal relations skills
• Mathematical skills including basic calculations and application of basic math concepts
• Bilingual oral and written communication skills may be required or preferred
• Ability and desire to work with students with various moderate to severe physical disabilities, emotional disabilities and special needs, including assisting with personal health and hygiene
• Ability to diffuse volatile student situations
• Ability to maintain confidentiality in all aspects of the job
• Ability to manage multiple tasks with frequent interruptions, use time efficiently, demonstrate attention to detail, follow instructions and respond to management direction
• Ability to lift and transfer students, provide behavior supports including de‑escalation and physical assistance, and follow health care procedures that could include feeding, personal care, etc.
• Ability to participate and work in a team environment
• Ability to maintain honesty and integrity in all aspects of the job
• Ability and willingness to adhere to attendance requirements, including regular and punctual employee presence
• Ability to promote and follow Board of Education policies, District policies, administrative guidelines and building and department procedures
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds
• 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

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE

• Operating knowledge of and experience with personal computers and peripherals
• Operating knowledge of and experience with Microsoft Office and/or other department software packages
• Operating knowledge of and experience with standard office equipment, such as telephones, copier, fax machine, E-mail, etc.

REPORTING RELATIONSHIPS & DIRECTION/GUIDANCE

POSITION TITLE # of EMPLOYEES

Reports to: School Administration

Direct reports: This job has no direct supervisory responsibilities.

STANDARD PHYSICAL DEMANDS & WORKING CONDITIONS

Poudre School District is committed to the full inclusion of all qualified individuals. As part of this commitment, Poudre School District will ensure that qualified individuals with disabilities are provided reasonable accommodations. If reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact [e-mail].