Para Educator - Autism High Needs (SY26-27)

MORGAN; Holyoke (MA); On-site; USD 25,000 - 33,000; Full time

Job summary

MORGAN Holyoke Public Schools in Holyoke, MA is seeking a Para Educator for Autism High Needs to provide instructional and behavioral support within the ABL Program. The role emphasizes data collection, ABA strategies, and collaboration with teachers, therapists, and school staff to implement IEPs and individualized programming.

The position requires preparation to assist students with communication, social interaction, academics, daily living skills, and behavior management, while maintaining

Qualifications

• Experience working with students with disabilities is strongly preferred.
• Experience implementing ABA-based instruction or behaviour-support strategies is preferred.
• Ability to collect and document student performance and behavioural data.
• Strong communication and teamwork when collaborating with teachers and staff.

Responsibilities

• Provide direct 1:1 and small-group support to students.
• Implement ABA strategies and behaviour-support plans as directed.
• Collect and maintain data on student goals and progress.
• Maintain organized data sheets and communicate findings to the team.
• Support students with communication, social interaction, and daily living skills.
• Assist with mobility, personal-care needs, and classroom routines.
• Collaborate with teachers, therapists, and administrators as part of the educational team.

Skills

Effective communication

Collaboration

Behavior management

Data collection and reporting

Education

Associate's degree or higher

Two years college or 48 credits

ParaPro/WorkKeys assessment

Tools

ParaPro Assessment

Job description

Para Educator - Autism High Needs (SY26-27)

Starting Date: Immediately

Job Description

Job Description:

The ABL Program Paraeducator provides direct instructional, behavioral, communication, adaptive, and personal-care support to students within the ABL Program. The paraeducator works under the direction of the classroom teacher and in collaboration with related service providers, special education staff, behavior specialists, and school administration to support implementation of each student's Individualized Education Program (IEP) and individualized programming.

Responsibilities include:

Provide direct 1:1 and small-group support to students throughout the school day, as assigned.

Implement Applied Behavior Analysis (ABA) strategies, instructional programs, behavior-support plans, and other interventions as trained and directed by the classroom teacher and appropriate specialists.

Collect accurate, objective, and timely data on student academic, behavioral, communication, adaptive, and functional goals.

Maintain daily data sheets, behavioral logs, and other required documentation and provide information to the teacher and student-support team.

Reinforce skills and concepts initially taught by the classroom teacher, therapists, specialists, and other instructional staff.

Support implementation of discrete-trial instruction, natural-environment teaching, reinforcement systems, prompting and prompt-fading strategies, visual supports, communication systems, and other evidence-based practices as appropriate to individual student needs.

Support students in developing independence with communication, social interaction, classroom routines, transitions, self-regulation, academics, and activities of daily living.

Implement behavior-support and de-escalation strategies consistently and in accordance with student plans, staff training, district procedures, and applicable regulations.

Respond appropriately to student behavior while maintaining student dignity, safety, and confidentiality.

Assist students with mobility, feeding, toileting, diapering, hygiene, dressing, and other personal-care needs when required by the student's program.

Support students during breakfast, lunch, snack, arrival, dismissal, transitions, recess, specials, assemblies, emergency drills, community-based activities, and field trips.

Meet and assist students during bus arrival and dismissal as assigned.

Operate, maintain, and assist students in using instructional materials, communication devices, adaptive equipment, sensory materials, and other classroom equipment.

Prepare instructional and behavioral materials as directed by the classroom teacher or specialists.

Maintain a safe, organized, structured, and supportive learning environment.

Follow established classroom routines, student schedules, visual supports, reinforcement systems, and behaviour plans with consistency and fidelity.

Collaborate professionally with teachers, paraeducators, related service providers, behaviour staff, administrators, and other members of the student's educational team.

Participate in required training related to ABA, behaviour support, safety, de-escalation, communication systems, personal care, and other program‑specific practices.

Maintain confidentiality regarding students and families in accordance with district, state, and federal requirements.

Demonstrate flexibility in responding to changing student needs, staffing assignments, classroom routines, and program needs.

Support students across classroom and school environments as determined by student programming and administrative assignment.

Perform other duties consistent with the role as assigned by the Principal, Superintendent, or designee.

Qualifications:

Associate's Degree or higher; or

Completion of at least two years, or 48 credit hours, of study at an institution of higher education; or

Successful completion of an approved assessment demonstrating the knowledge and ability to assist in instruction in reading, writing, and mathematics, such as WorkKeys or the ParaPro Assessment.

Experience working with students with disabilities, particularly students with significant behavioural, communication, developmental, or adaptive needs, strongly preferred.

Experience implementing ABA‑based instruction or behaviour‑support strategies preferred.

Experience collecting and documenting student performance and behavioural data preferred.

Experience supporting students with communication systems, adaptive skills, personal care, or activities of daily living preferred.

Ability and willingness to participate in required behavioural, safety, and program‑specific training.

Ability to implement instructional and behavioural plans consistently and follow direction from teachers, specialists, and administrators.

Ability to remain calm, professional, and responsive during challenging or escalated student behaviour.

Ability to work collaboratively as part of a multidisciplinary team.

Strong written and verbal communication skills.

Ability to maintain confidentiality and exercise appropriate professional judgement.

Experience working in an urban school setting and with diverse student populations preferred.

Bilingual applicants, particularly Spanish‑speaking applicants, are strongly encouraged to apply.

Para Educator - Autism High Needs (SY26-27)

Holyoke Public Schools MORGAN - Holyoke, Massachusetts Open in Google Maps

This job is also posted in Holyoke Public Schools

Job Details

Job ID: 5979890

Application Deadline: Nov 30, 2026 11:59 PM (Eastern Standard Time)

Posted: Nov 02, 2026 5:00 AM (UTC)

Starting Date: Immediately

Job Description

Job Description:

The ABL Program Paraeducator provides direct instructional, behavioural, communication, adaptive, and personal‑care support to students within the ABL Program. The paraeducator works under the direction of the classroom teacher and in collaboration with related service providers, special education staff, behaviour specialists, and school administration to support implementation of each student's Individualised Education Programme (IEP) and individualised programming.

Responsibilities include:

• Provide direct 1:1 and small-group support to students throughout the school day, as assigned.

• Implement Applied Behaviour Analysis (ABA) strategies, instructional programmes, behaviour-support plans, and other interventions as trained and directed by the classroom teacher and appropriate specialists.

• Collect accurate, objective, and timely data on student academic, behavioural, communication, adaptive, and functional goals.

• Maintain daily data sheets, behavioural logs, and other required documentation and provide information to the teacher and student‑support team.

• Reinforce skills and concepts initially taught by the classroom teacher, therapists, specialists, and other instructional staff.

• Support implementation of discrete-trial instruction, natural‑environment teaching, reinforcement systems, prompting and prompt‑fading strategies, visual supports, communication systems, and other evidence‑based practices as appropriate to individual student needs.

• Support students in developing independence with communication, social interaction, classroom routines, transitions, self‑regulation, academics, and activities of daily living.

• Implement behaviour‑support and de‑escalation strategies consistently and in accordance with student plans, staff training, district procedures, and applicable regulations.

• Respond appropriately to student behaviour while maintaining student dignity, safety, and confidentiality.

• Assist students with mobility, feeding, toileting, diapering, hygiene, dressing, and other personal‑care needs when required by the student's programme.

• Support students during breakfast, lunch, snack, arrival, dismissal, transitions, recess, specials, assemblies, emergency drills, community‑based activities, and field trips.

• Meet and assist students during bus arrival and dismissal as assigned.

• Operate, maintain, and assist students in using instructional materials, communication devices, adaptive equipment, sensory materials, and other classroom equipment.

• Prepare instructional and behavioural materials as directed by the classroom teacher or specialists.

• Maintain a safe, organised, structured, and supportive learning environment.

• Follow established classroom routines, student schedules, visual supports, reinforcement systems, and behaviour plans with consistency and fidelity.

• Collaborate professionally with teachers, paraeducators, related service providers, behaviour staff, administrators, and other members of the student's educational team.

• Participate in required training related to ABA, behaviour support, safety, de‑escalation, communication systems, personal care, and other programme‑specific practices.

• Maintain confidentiality regarding students and families in accordance with district, state, and federal requirements.

• Demonstrate flexibility in responding to changing student needs, staffing assignments, classroom routines, and programme needs.

• Support students across classroom and school environments as determined by student programming and administrative assignment.

• Perform other duties consistent with the role as assigned by the Principal, Superintendent, or designee.

Qualifications:

• Associate's Degree or higher; or

• Completion of at least two years, or 48 credit hours, of study at an institution of higher education; or

• Successful completion of an approved assessment demonstrating the knowledge and ability to assist in instruction in reading, writing, and mathematics, such as WorkKeys or the ParaPro Assessment.

• Experience working with students with disabilities, particularly students with significant behavioural, communication, developmental, or adaptive needs, strongly preferred.

• Experience implementing ABA‑based instruction or behaviour‑support strategies preferred.

• Experience collecting and documenting student performance and behavioural data preferred.

• Experience supporting students with communication systems, adaptive skills, personal care, or activities of daily living preferred.

• Ability and willingness to participate in required behavioural, safety, and programme‑specific training.

• Ability to implement instructional and behavioural plans consistently and follow direction from teachers, specialists, and administrators.

• Ability to remain calm, professional, and responsive during challenging or escalated student behaviour.

• Ability to work collaboratively as part of a multidisciplinary team.

• Strong written and verbal communication skills.

• Ability to maintain confidentiality and exercise appropriate professional judgement.

• Experience working in an urban school setting and with diverse student populations preferred.

• Bilingual applicants, particularly Spanish‑speaking applicants, are strongly encouraged to apply.

Position Type: Full-Time

Equal Opportunity Employer

Holyoke Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of a person's race, colour, religion, sexual orientation, national Origin, ancestry, age, sex, genetic information, military or veteran status, gender identity or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Ryan Carrie-Pacheco , Principal
• MORGAN
• Phone: [phone]
• Email: [e-mail]

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