2026-27 Paraprofessional II Special Education-Autism-Bauder Elementary School

Poudre School District -CO; Fort Collins (CO); On-site; USD 28,000 - 32,000; Full time

Benefits offered by this job

Health insurance

Dental insurance

Life insurance

PERA retirement

Paid time off

Short & long term disability

Employee walk-in clinic access

Job summary

Poudre School District is seeking a Paraprofessional II for the Center-Based Autism Program at Bauder Elementary in Fort Collins, CO. The role supports students with significant needs, collaborates with teachers, and helps implement individualized plans.

This position requires Colorado Paraprofessional qualifications and offers a salary in the posted range, with comprehensive benefits included. The work schedule includes 6.5 hours per day across 186 days per year.

Qualifications

• High school diploma or equivalent.
• One year of related experience preferred.
• Experience working with special needs students preferred.
• Associates degree or higher or WorkKeys/alternative credential may be required for Title I consideration.

Responsibilities

• Assist teachers by implementing instruction and reinforcing learning for students with significant support needs.
• Monitor students in classrooms, hallways, and during transitions to ensure safety.
• Provide hands-on support with personal care and mobility needs.
• Assist with behavioral interventions and crisis response as needed.
• Maintain detailed records and assist with IEP documentation and data collection.

Skills

Oral and written communication skills

English language skills

Bilingual

Education

High school diploma or equivalent

Associates degree or higher preferred or WorkKeys/alternative credential

1 year related experience

Tools

Microsoft Office

Job description

2026-27 Paraprofessional II Special Education-Autism-Bauder Elementary School
Poudre School District
Bauder Elementary - Fort Collins, Colorado

Job Details
Job ID:5955328
Application Deadline:Posted until filled
Starting Date:Immediately

Job Description
View Job Description Here

Information specific to this position: Paraprofessional II in Center-Based Autism Program at Bauder Elementary School. Special Education/Integrated Services.

Colorado Department of Education requirements for paraprofessionals at Title I schools preferred but not required:

Demonstrates successful completion of at least two years of post-secondary study
OR already holds or will complete by the start of the assignment an Associates or higher degree
OR holds a certificate showing successful completion of an assessment selected by the state or by the employing school district that meets state and federal standards and that demonstrates knowledge of and the ability to assist in instruction of reading, writing, and mathematics.

Pay Range: $20.42-$22.87/hour (min - 12% above min based on qualifications and experience)*

Hours/day: 6.5

Work calendar days: 186

Duration of position: Ongoing

Benefits include: Health insurance, dental insurance, life insurance, PERA retirement, paid time off, short and long term disability, access to employee walk-in clinic, as well as other optional benefit elections.

*Pay range listed above is for employees newly hired to PSD (existing employees please refer to the pay range on the appropriate salary schedule). PSD engages in a salary placement process vs. a salary negotiation process. This information is provided in compliance with the Colorado Equal Pay for Equal Work Act and is the company's good faith and reasonable estimate of the compensation range and benefits offered for this position. The compensation offered to the successful applicant may vary based on factors including experience, skills, education, location, and other job-related reasons. All salaries are set by Human Resources based on a review of qualifications compared to the requirements on the job description; therefore listing all related education and experience on your application is recommended.

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. We encourage you to apply!

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.

Position Type:See Job Description

Job Categories:
Instructional Support > Paraprofessional / IA

Special Education > Autism

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 assessment demonstrating instructional 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.

Responsible for supervising the behavior and well‑being of students in the classroom, getting on and off the bus, on recess

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].