Paraeducator III: Special Education- ISP Intensive Needs (PreK-12) (Elementary) Colorado Spring[...]

Young World Physical Education

Colorado Springs (CO)

On-site

USD 28,309 - 33,833

Full time

14 days+

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Benefits offered by this job

7% of base salary in Non-Recurring Pay

Staffing Stability Incentive

Job summary

Young World Physical Education in Colorado Springs seeks a Paraeducator III to provide specialized support for students with intensive needs. This role assists in educational and functional skills through Individual Education Plans, and works closely with teachers to reinforce learning.

The ideal candidate has experience with children with disabilities, and strong communication and organizational skills. This position includes responsibilities for behavioral support and daily living assistance. Applications are open for a full-time role with a salary range of $20.55 to $24.56 per hour.

Qualifications

One year of experience working with children with disabilities.
CPI or similar de-escalation training required.
CPR/First Aid certification required.

Responsibilities

Provide instructional support to students.
Implement behavior intervention strategies.
Assist students with daily living skills.

Skills

Instructional support practices

Behavior intervention strategies

Data collection and progress monitoring

Communication skills

Organizational skills

Education

High school diploma or equivalent

Completed at least two years of college

Tools

Microsoft Office

Google Suite

Job description

Position

Paraeducator III: Special Education‑ ISP Intensive Needs (PreK‑12) – Stratton Elementary School

Reports To: Principal

FTE: 0.94 (7.5 hours per day)

Days/Year: 184

Salary: $20.55 to $24.56 per hour

Starting Date: Aug 1, 2026

Applicants must be legally authorized to work in the United States.

Position Summary

This position supports students with diverse and intensive learning needs by providing instructional, behavioral, and functional assistance under the direction of licensed staff. The role works with individuals and small groups to reinforce academic, communication, and daily living skills through the implementation of Individual Education Plans (IEPs), accommodations, and behavior support strategies.

The position monitors and documents student progress and behavior, maintains accurate and confidential records, and contributes to data collection and reporting aligned with compliance requirements. It also assists with physical and medical care needs, which may include toileting, feeding, mobility support, positioning, and implementing health‑related procedures (e.g., medication administration) as delegated by a registered school nurse.

In addition, the role supports classroom operations through organization, material preparation, and use of instructional technology, while maintaining a safe, structured, and sanitary learning environment. The position supervises students across multiple settings to ensure safety, engagement, and independence.

Success in this role requires strong communication, collaboration, and organizational skills, as well as the ability to remain flexible, patient, and responsive in a dynamic, student‑centered environment.

This position may require occasional operation of a non‑CDL school or activity bus. Employees must pass a U.S. Department of Transportation (DOT) medical examination and are subject to USDOT‑approved substance abuse testing requirements.

Essential Job Functions

Instructional Support

Provide instructional support to students under the direction of licensed staff, 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’ IEPs, including promoting skill generalization across settings.
Support student learning, including re‑teaching concepts and assisting with assignments and executive‑functioning strategies.
Prepare instructional materials and assist with classroom activities and assessments to support curriculum delivery.

Behavioral Support

Implement behavior intervention strategies and reinforce positive behavior, social‑emotional skills, and appropriate student conduct.
Monitor student behavior and utilize de‑escalation techniques and established supports to maintain a safe environment.
Assist students with routines and transitions to promote engagement, independence, and successful participation.
Safely support students who may engage in frequent and intense physical behaviors by implementing proactive strategies, maintaining safety protocols, and responding with calm, trained interventions.

Student Care & Physical Support

Assist students with daily living and functional skills, including toileting, hygiene, feeding, positioning, mobility, and other personal care needs as assigned.
Support use and care of specialized equipment and health‑related needs as trained.
Provide health‑related support, including medication procedures, as delegated by a registered school nurse.

Data Collection & Compliance

Monitor, document, and report student progress and behavior; maintain accurate records aligned with IEP goals and compliance requirements.
Assist with attendance, data entry, and required paperwork related to student services.
Contribute to data collection, reporting, and communication with staff and IEP teams.
Collaborate with teachers, specialists, and multidisciplinary teams to implement instructional and behavioral strategies and support student programming.
Supervise and support students across settings, including classrooms, playgrounds, lunchrooms, field trips, and other school activities, with attention to individual needs.

Classroom Operations & Environment

Support classroom operations through 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.
Maintain a safe, structured, and sanitary learning environment, including materials and equipment.
Utilize standard office and classroom technology to support instructional, behavioral, and documentation requirements.

Work Environment & Other Duties

Travel between classrooms, programs, and learning environments across the district as assigned.
Perform other duties as assigned.

Knowledge, Skills and Abilities

Knowledge of

Instructional support practices for students with diverse and intensive learning needs
Individual Education Plans (IEPs), including accommodations, modifications, and goal implementation
Behavior intervention strategies, de‑escalation techniques, and positive behavior supports
Child and adolescent development, including communication and functional skill development
Data collection, progress monitoring, and compliance requirements, including Medicaid documentation
Health, safety, and sanitation standards in school settings, including basic student care procedures
Classroom routines, school procedures, and instructional materials management
Modern office practices, including Microsoft Office and Google Suite, and standard classroom/office technology

Skills in

Supporting instruction for individuals and small groups to reinforce academic, communication, and functional skills
Implementing IEP‑aligned strategies, accommodations, and modifications
Observing, monitoring, and accurately documenting student progress and behavior
Implementing behavior supports and using de‑escalation techniques in challenging situations
Assisting with daily living and functional routines to promote student independence
Organizing materials, managing time, and maintaining structured classroom environments
Performing clerical tasks, including data entry, record‑keeping, and materials preparation
Clear oral and written communication using appropriate language conventions
Collaborating effectively with teachers, specialists, and multidisciplinary teams
Using standard office and classroom technology to support instruction and documentation

Ability to

Work effectively with students with diverse academic, developmental, medical, and behavioral needs
Follow direction and implement instructional, behavioral, and care plans with fidelity
Supervise and manage students safely across a variety of school settings and activities
Maintain accurate, timely, and confidential student records
Assist with physical care needs, including mobility, positioning, and personal care tasks
Remain calm and respond appropriately in high‑stress or crisis situations
Communicate effectively and demonstrate strong interpersonal skills with students, staff, and families
Collaborate as part of a team while also working independently when needed
Prioritize tasks, stay organized, and manage multiple responsibilities in a dynamic environment
Demonstrate flexibility, patience, and sound judgment
Maintain a safe, clean, and structured learning environment
Travel between classrooms and school sites as assigned

Required Qualifications

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)
Valid driver’s license and ability to travel between district sites
One (1) year experience working with children with disabilities or in a related setting
CPI (Crisis Prevention Institute) or similar de‑escalation training (or ability to obtain)
CPR/First Aid certification (or ability to obtain)
Ability to meet physical requirements of the position (e.g., assisting with student mobility, toileting, lifting, and transitions)

Preferred Qualifications

Associate’s degree or higher in education or related field
Experience with IEP implementation, data collection, or behavior interventions (e.g., ABA, PBIS)
Experience working with students with autism, behavior challenges, medically fragile conditions, hearing or vision loss, or intellectual disabilities
Registered Behavior Technician Certification
Bilingual skills relevant to district population

Working Conditions & Physical Demands

Work is performed in a variety of environments and includes a combination of light to occasionally heavy physical activity. The position requires frequent movement throughout the workday, including alternating 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 stooping, kneeling, crouching, crawling, bending, balancing, and reaching at both desk and floor level, as well as occasional overhead reaching. The role also requires dragging and lifting objects from floor to shoulder height up to 60 pounds on an occasional basis; pushing, pulling, and carrying up to 50 pounds; and lifting up to 20 pounds from shoulder to overhead. The position requires frequent use of hands for grasping, holding, and turning objects, as well as fine motor skills to operate tools and computer equipment. Employees must be able to feel the shape, size, and temperature of objects. The role requires constant seeing, hearing, and verbal communication, as well as the ability to detect odors. Employees must be capable of climbing stairs and performing physically demanding tasks as needed.

Benefits and Pay

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

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 be tolerated and must be brought to the immediate attention of the school principal, district administrator or supervisor, or the district nondiscrimination compliance/grievance coordinator.

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