Severe Needs Para Educator - Peakview Elementary School

Cherry Creek School District; Colorado; On-site; USD 25,000 - 30,000; Full time

Job summary

Cherry Creek School District in Colorado is seeking a Severe Needs Para Educator to support students with severe disabilities under licensed staff. You will assist with instruction, behavior strategies, and data collection, and help prepare materials.

The role covers in-classroom and online settings, providing personal care as needed, and ensuring a safe, hygienic learning environment. Candidates should meet the district’s minimum qualifications and be prepared for routine IEP-related tasks.

Qualifications

• Criminal background check and fingerprinting required.
• High School Equivalency (HSE) diploma.
• No professional work experience required.
• Mandatory Crisis Prevention Intervention training.

Responsibilities

• Assist students with classroom activities and adapt curriculum to individual needs.
• Implement IEP accommodations and monitor progress with licensed staff.
• Prepare materials, tests, and attendance; support classroom events as needed.
• Support online learning and technology access for remote settings.

Skills

Verbal communication

Written communication

Interpersonal skills

Organizational skills

Collaboration

Education

High School Equivalency (HSE) diploma

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: 09/2026

JOB SUMMARY

Assist students with severe special education needs under the direction of licensed special education staff. Support individuals and small groups with curriculum, skill development, behavior strategies, and assignment completion. Prepare instructional materials, monitor student progress, and maintain achievement records. Provide technical physical care and help ensure a clean, safe, and hygienic environment. In remote learning settings, assist students with technology access, curriculum reinforcement, executive functioning strategies, skill generalization, and coursework completion. Assignments may include Autism, BD, Early Childhood Education, Homebound (FAPE), ILC, 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.

   Daily

   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.

   Daily

   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.

   Daily

   5%

4. Perform other duties as assigned or requested.

   Daily

   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.

   Daily

   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 andasdelegated by a registered school nurse, accurately followstudent medication delivery orders.

   Daily

   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.

   Daily

   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.

   Daily

   50%

2. Prepare assignments for students to complete at home and support students in completing assigned work.

   Daily

   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.

   Daily

   5%

4. Support students in troubleshooting technology issues.

   Daily

   5%

5. Perform other duties as assigned or requested.

   Daily

   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

Work location is subject to change to meet the requirements of the organization

Medium work strength level (lifting or carrying 50 pounds)

Works both indoors and outdoors

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

Exposure to outdoor weather conditions

DESIRED QUALIFICATIONS

• 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