Autism Paraprofessional (Breakthrough Academy)

Operation Breakthrough; Kansas City (MO); On-site; USD 32,000 - 42,000; Full time

Job summary

Breakthrough Academy Autism Paraprofessional role located at Operation Breakthrough supports students with autism in a self-contained classroom. You will work with the special education teacher to implement IEP accommodations, reinforce skills, and support participation in all school activities.

The position requires patience, empathy, and the ability to respond calmly to regulatory and behavioral challenges while promoting independence and positive behavior strategies.

Qualifications

• Strong oral and written communication skills.
• Ability to listen to and engage with students, families, and team members.
• Patience, empathy, and a genuine enjoyment of working with children.
• Ability to remain calm, supportive when students experience frustration or dysregulation.
• Belief that all students can learn and develop independence.
• Experience working with students with autism or related needs preferred.
• Willingness to learn evidence-based practices for autism support.
• Willingness to implement Conscious Discipline and positive behavior-support strategies.
• Follow individualized student plans, classroom routines, safety procedures, and teacher direction.
• Strong observation, problem-solving, and teamwork skills.
• Ability to collaborate with special education teachers, general education teachers, therapists, counselors, and other professionals.
• Experience working with diverse student populations.
• Para and Sub Certificate or willingness to acquire.

Responsibilities

• Provide individualized support to students throughout the school day in the self-contained classroom and other school environments.
• Work closely with the special education teacher to implement individualized instruction, accommodations, modifications, and supports identified in each student's IEP.
• Reinforce academic, communication, social-emotional, behavioral, and functional skills taught by the special education teacher.
• Support students in participating in classroom lessons, small-group activities, independent work, and school activities.
• Use visual schedules, first/then supports, modeling, prompting, task analysis, and other strategies as directed by the teacher.
• Support students who use verbal communication, AAC devices, picture systems, gestures, or other forms of communication.
• Help students communicate their wants, needs, feelings, choices, and ideas.
• Support students in developing functional communication and increasing independence.
• Provide appropriate prompting and gradually reduce support as students develop independence and confidence.
• Support students in learning strategies for emotional and sensory regulation.
• Recognize signs of frustration, anxiety, sensory overload, or dysregulation and respond calmly using plans.
• Implement individualized positive behavior-support strategies under direction of the teacher and team.
• Maintain a predictable, structured, and supportive classroom environment promoting engagement.
• Assist with transitions between activities, people, classrooms, and settings.
• Assist students with personal care, toileting, feeding, hygiene, mobility when required.
• Follow safety procedures and individualized safety plans.
• Collect and document data related to participation, communication, academics, behavior, progress toward goals.
• Share observations and progress with the team.
• Help students develop relationships and participate in school community activities.
• Encourage student choices, problem-solving, and increasing responsibility for learning.
• Prepare instructional materials, visual supports, and sensory resources.
• Assist students in using technology and communication tools.
• Maintain organized classrooms with defined spaces and routines.
• Learn and use Conscious Discipline to support positive relationships and regulation.
• Maintain confidentiality and treat students and families with dignity.
• Participate in professional development and collaborate with the team.

Skills

Communication

Patience

Empathy

Listening & engagement

Observation

Teamwork

Following plans

Behavior support

Diversity experience

Conscious Discipline

Education

Para and Sub Certificate

Tools

AAC devices

Job description

Autism Paraprofessional – Self-Contained Classroom

At Breakthrough Academy, a new Missouri Charter School located at Operation Breakthrough, Autism Paraprofessionals are essential members of the team supporting students with autism in a self-contained classroom setting. Working closely with the special education teacher and other members of the student's educational team, the Autism Paraprofessional provides individualized support that helps students access instruction, communicate their needs, develop independence, regulate their emotions and sensory systems, build relationships, and participate successfully in the school community.

This position requires someone who is patient, compassionate, observant, flexible, and committed to understanding each student's strengths, communication style, interests, and individual needs. The Autism Paraprofessional helps create a structured, predictable, and nurturing classroom environment where students feel safe, valued, and empowered to learn.

STATUS:

Non-exempt, full-time

TITLE:

Breakthrough Academy Autism Paraprofessional

QUALIFICATIONS

• Strong oral and written communication skills
• Ability to listen to and engage with students, families, and team members
• Patience, empathy, and a genuine enjoyment of working with children
• Ability to remain calm, supportive, and consistent when students experience frustration, dysregulation, or challenging moments
• Belief that all students can learn, grow, communicate, and develop greater independence
• Experience working with students with autism or other developmental, behavioral, or learning needs preferred
• Willingness to learn and implement evidence-based practices for supporting students with autism
• Willingness to implement Conscious Discipline and other positive behavior-support strategies
• Ability to follow individualized student plans, classroom routines, safety procedures, and teacher direction
• Strong observation, problem-solving, and teamwork skills
• Ability to work collaboratively with special education teachers, general education teachers, therapists, counselors, and other professionals
• Experience working with a diverse population of students
• Para and Sub Certificate or willingness to acquire

KEY RESPONSIBILITIES

• Provide individualized support to students throughout the school day in the self-contained classroom and other school environments.
• Work closely with the special education teacher to implement individualized instruction, accommodations, modifications, and supports identified in each student's IEP.
• Reinforce academic, communication, social-emotional, behavioral, and functional skills taught by the special education teacher.
• Support students in participating in classroom lessons, small-group activities, independent work, specials, recess, lunch, field trips, and other school activities.
• Use visual schedules, first/then supports, modeling, prompting, task analysis, and other strategies as directed by the special education teacher.
• Support students who use verbal communication, AAC devices, picture systems, gestures, or other forms of communication.
• Help students communicate their wants, needs, feelings, choices, and ideas.
• Support students in developing functional communication and increasing independence.
• Provide appropriate prompting and gradually reduce support as students develop greater independence and confidence.
• Support students in learning and using strategies for emotional and sensory regulation.
• Recognize signs of frustration, anxiety, sensory overload, or dysregulation and respond calmly using strategies outlined in the student's plan.
• Implement individualized positive behavior-support strategies under the direction of the special education teacher and educational team.
• Maintain a predictable, structured, and supportive classroom environment that promotes student engagement and success.
• Support students with transitions between activities, people, classrooms, and school settings.
• Assist students with personal care, toileting, feeding, hygiene, mobility, and other daily living needs when required and consistent with the student's needs, training, and school procedures.
• Follow established safety procedures and individualized student safety plans, including procedures related to elopement, unsafe behaviors, or other identified safety concerns.
• Collect and document data related to student participation, communication, academic skills, behavior, independence, and progress toward IEP goals as directed by the special education teacher.
• Share observations and student progress with the special education teacher and other appropriate team members.
• Help students develop positive relationships with peers and adults and participate in classroom and school community activities.
• Encourage students to make choices, solve problems, advocate for themselves, and take increasing responsibility for their own learning and routines.
• Prepare instructional materials, visual supports, communication materials, sensory resources, and other classroom materials.
• Assist students in effectively using technology and communication tools that support learning and independence.
• Help maintain an organized classroom environment with clearly defined spaces, routines, and materials.
• Assist with classroom routines, including arrival, dismissal, transitions, meals, personal care, and preparation for learning activities.
• Learn and use Conscious Discipline to support positive relationships, emotional regulation, and a safe and respectful learning environment.
• Maintain confidentiality and treat every student and family with dignity, respect, and compassion.
• Participate in professional development and training related to autism, special education, communication, sensory regulation, behavior support, safety, and inclusive practices.
• Collaborate with the entire educational team to provide consistent expectations, language, strategies, and support across the student's school day.
• Perform other duties as assigned to support the success, safety, independence, and well‑being of students.

WORKING CONDITIONS

Work takes place primarily in a self-contained classroom designed to meet the individual learning, communication, sensory, behavioral, and functional needs of students with autism. The position also includes supporting students in general school environments, including hallways, recess, lunch, electives, field trips, and other school activities.

The position requires frequent movement throughout the school day and may include standing, walking, sitting on the floor, assisting students with transitions, and providing physical assistance when appropriate and consistent with training and student needs.

This job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of an employee.

Operation Breakthrough is an Equal Opportunity Employer. Employment with Operation Breakthrough is “At Will”.