Severe Needs Para Educator - Meadow Point Elementary School

Cherry Creek Careers; Colorado; On-site; USD 22,000 - 30,000; Full time

Job summary

Cherry Creek Careers is seeking a Severe Needs Para Educator to support students with significant needs under licensed staff supervision. Responsibilities include assisting with curriculum adaptations, implementing behavior strategies, and helping with materials preparation.

The role involves both in-person classroom support and online/remote learning assistance, including record-keeping of student progress and collaboration with IEP teams. Prior experience with special education is beneficial.

Qualifications

• High School Equivalency (HSE) diploma required.
• No professional work experience required.
• Crisis Prevention Intervention training is required.

Responsibilities

• Assist students with classroom activities and adapt curriculum for individual needs.
• Maintain records of student progress and behavior with licensed staff.
• Provide technical physical care and support for online/remote learning.

Skills

Classroom support

Behavior management

IEP familiarity

Record keeping

Education

High School Diploma or equivalent

Tools

Microsoft Office

Job description

Job Title: Severe Needs Para Educator

FLSA Exemption Status: Non-Exempt

Classification Group: Paraeducators

Supervising Position: School Principal or designee

Pay Plan: Educational Support Personnel

Pay Range: Range 07

Last Updated: 07/22/2025

Pay Information

Benefits Information

JOB SUMMARY

Under the guidance of licensed special education staff, assist students with severespecial education needs by helping individuals or small groups of students with curriculum, implementing programming, generalizing learned skills, and implementing behavior strategies. Assist licensed special education staff by preparing materials, monitoring students, and recording student achievement and progress. Provide technical physical care for students. Maintain a clean and hygienic work environment where appropriate. When working in an online/remote environment, provide support to students by assisting them with access to remote learning, re-teaching curriculum, implementing programming, setting up executive functioning strategies, generalizing learned skills, and completing assignments. Assignments include: Autism, Behavior Development (BD),Early Childhood Education, Homebound (FAPE) Program, Integrated Learning Center(ILC), Serious Emotional Disability(SED), and Transition Programming.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Shared Job Task Across Assignments

• 1. Assist students with classroom activities, including adapting the curriculum to individual student needs. Assist with curriculum delivery to both individuals and small groups to ensure generalization of skills. (Frequency: Daily; Percentage of Time: 35%)
• 2. Implement student accommodations, supports, modifications, procedures, and programming outlined in the student's Individual Education Plan (IEP). Maintain records of student progress and behavior in conjunction with licensed staff, which may include special reports, providing feedback, and reporting observations to the Individualized Education Program (IEP) team. (Frequency: Daily; Percentage of Time: 30%)
• 3. Assist special education licensed staff in preparing materials, administering tests, attendance, etc. Assist with paperwork and documentation as needed. Assist with other classroom events, such as fire drills, as necessary. (Frequency: Daily; Percentage of Time: 5%)
• 4. Perform other duties as assigned or requested. (Frequency: Daily; Percentage of Time: 5%)
• **TOTAL**: 75%

INTEGRATED LEARNING CENTER (ILC) AND HOMEBOUND (Free Appropriate Public Education/FAPE) PROGRAM ASSIGNMENT

• 1. Monitor students and reinforce appropriate behavior for individual student needs. Assist in verbal de-escalation and non-violent crisis interventions to reduce the risk of self-harm and harm to others. Assist student development of social interactions or communication between students with special needs and general education peers. (Frequency: Daily; Percentage of Time: 15%)
• 2. Provide technical physical care for students with special needs as assigned, which may include toileting, grooming, cleaning ventilation devices, feeding, care of gastrostomy tube (G-tube), positioning, and improving range of motion (Autism Classroom or ILC). Following training and delegated by a registered school nurse, accurately follow student medication delivery orders. (Frequency: Daily; Percentage of Time: 10%)
• **TOTAL**: 25%

SERIOUSEMOTIONAL DISABILITY(SED) ASSIGNMENT

• 1. Monitor students and reinforce appropriate behavior for individual student needs. Assist in verbal de-escalation and non-violent crisis interventions to reduce the risk of self-harm and harm to others. Assist student development of social interactions or communication between students with special needs and general education peers. (Frequency: Daily; Percentage of Time: 25%)
• **TOTAL**: 25%

ONLINE/REMOTE ENVIRONMENT

• 1. Assist small groups of students or individuals with online classroom activities, during synchronous or asynchronous learning, including curriculum accommodations or modifications. Assist with curriculum delivery or practice to ensure generalization of skills. If working in DHH Program, develop student language, vocabulary, reading, and writing using sign language for students who need a signing para-educator. (Frequency: Daily; Percentage of Time: 50%)
• 2. Prepare assignments for students to complete at home and support students in completing assigned work. (Frequency: Daily; Percentage of Time: 35%)
• 3. Maintain records of student progress and behavior in conjunction with the licensed staff, which may include special reports, providing feedback, and reporting observations to the Individualized Education Program team. (Frequency: Daily; Percentage of Time: 5%)
• 4. Support students in troubleshooting technology issues. (Frequency: Daily; Percentage of Time: 5%)
• 5. Perform other duties as assigned or requested. (Frequency: Daily; Percentage of Time: 5%)
• **TOTAL**: 100%

REPORTING RELATIONSHIPS

This job has no direct supervisory responsibilities.

MINIMUM QUALIFICATIONS

The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

• Criminal background check and fingerprinting required
• High School Equivalency (HSE) diploma
• No professional work experience required
• Title I assignments must meet one of the following requirements:
  • Completed at least two years of study at an institution of higher education; or
  • Obtained an associate's or higher degree; or
  • Met a rigorous standard of quality, and can demonstrate through a formal state or local academic assessment, knowledge of and the ability to assist in instructing, as appropriate: Reading/language arts, writing, and mathematics; or
  • Reading readiness, writing readiness, and mathematics readiness
• Mandatory biennial Crisis Prevention Intervention training provided by the District for staff working in an Autism, Behaviorally Disordered, or ILC assignment
• Medication administration training provided by the District as needed
• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
• Basic knowledge of Microsoft Office
• Intermediate verbal and written communication skills
• Intermediate interpersonal relations skills
• Intermediate organizational skills
• Ability to work alone and with others
• Ability to appropriately modify curriculum
• Ability to implement behavior modification techniques
• Ability to diffuse and manage volatile and stressful situations
• Ability to maintain confidentiality in all aspects of the job
• Ability to work one-on-one and in small groups with students
• If working in the DHH Program, ability to understand the impacts of hearing loss on learning and social interaction
• If working in the Homebound program, ability to set appropriate boundaries and build appropriate relationships while working in the home setting with families and other student healthcare providers
• If working in the Homebound program, the ability to have appropriate communication and boundaries with families while working in their homes with students

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS

The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Work location is subject to change to meet the requirements of the organization
• Medium work strength level (lifting or carrying 50 pounds)
• Primarily works indoors
• Typically a moderate noise level
• Prolonged standing and walking
• Frequent bending, reaching, and climbing
• Frequent lifting, pulling, and/or pushing
• Squatting
• Overhead work
• Eye/hand coordination (e.g., typing, ten key)
• Visual concentration

DESIRED QUALIFICATION

Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

• Experience working in the public sector, specifically public education
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
• Associate’s degree
• Work with special needs children in a paid program or licensed special education teaching experience
• Experience working with students with autism, behavior challenges, medically fragile conditions, hearing or vision loss, or intellectual disabilities
• CPR and First Aid certification