SpEd Behavior Tutor

Academy School District 20; Colorado Springs (CO); On-site; USD 61,331,000 - 64,334,000; Full time

Job summary

Academy District 20 in Colorado Springs seeks a SpEd Behavior Tutor to assist with functional behavioral assessment and to create behavior programs for students with significant behavioral needs. You will independently implement behavior programs under the direction of the behavior coordinator and model behavioral programming for staff.

Responsibilities include collecting data, maintaining records, and communicating progress to teachers, counselors, and parents; you will participate in IEP

Qualifications

• Colorado Driver's License required.
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Responsibilities

• Assist with functional behavioral assessment and create behavior programs.
• Independently implement behavioral interventions under supervision.
• Model behavioral programming for staff working with students with behavior problems.
• Collect, maintain, and chart behavioral data per plan with behavior coordinator.
• Communicate regularly with teachers, counselors, and parents; report progress.
• Prepare for and participate in IEP meetings and related discussions.
• Ensure environment supports safe, effective behavioral interventions.

Skills

Communication skills

Written communication

Organizational skills

Time management

Interpersonal skills

confidentiality

Education

High school diploma or equivalent

Associate degree preferred

Job description

Location

EAC (Education and Administration Center)

Recruiting Start Date

05/27/2026

Estimated Start Date

08/10/2026

SpEd Behavior Tutor assists with functional behavioral assessment in order to create behavior programs to provide students who have significant behavioral needs with a behavioral intervention that enables them to exist/perform in the public school setting. To independently implement behavior programs as instructed by behavior coordinator. To model behavioral programming for staff members who work with students with behavior problems.

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.

• Reports consistently for work as scheduled
• Performs other duties as assigned
• Attains proficient or higher evaluations on established Performance Standards
• Performs direct observation of students in order to assist with functional behavioral assessment of students with behavioral problems
• Collects, maintains, and charts behavioral data on students per established plan with behavior coordinator
• Maintains regular communication with student’s classroom teachers, counselors, and parents; identifies changes/progress in behavioural interventions
• Ensures that the physical setting of the student’s school environment, to include the time-out area, meets state guidelines and is appropriate for maximizing successful behavioural intervention for the student
• Organizes and reports behavioural data for student receiving behavioural services at meetings with school staff and parents and IEP team meetings
• Informs appropriate school staff and/or behaviour program coordinator of progress, changes, problems, material needed, etc.
• Demonstrates and instructs appropriate school staff in the implementation of behaviour modification plans in school and community settings
• Instructs staff members at school in performance of activities associated with student’s behaviour program when responsibility for behavioural programming is transferred to student’s home school
• Monitors/consults regarding established behaviour programmes that have been turned over to staff members at the student’s school

Knowledge, Skills, And Abilities

• Ability to adapt to changing technologies and to learn functionality of new equipment and systems
• Ability to communicate effectively verbally and in writing
• Ability to create, access, input, retrieve, and manipulate information in various software systems
• Ability to establish and maintain accurate record keeping, document management, and filing systems
• Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
• Ability to follow oral and written instructions
• Ability to greet and interact with the public in a courteous and professional manner
• Ability to maintain confidentiality
• Ability to manage simultaneous demands and set clear priorities
• Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
• Ability to work independently without direct supervision
• Commitment to the education of students as a primary responsibility
• Communicates effectively with students and adults in a wide variety of settings
• Computer proficiency including office productivity applications
• Considerable knowledge of policies, procedures, and overall district functions
• Demonstrated ability to manage simultaneous demands and set clear priorities
• Demonstrated ability to work well with others in a team setting
• Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
• Demonstrates effective organisational and time management skills
• Detail-oriented
• Energetic, creative, innovative, flexible
• Excellent cooperative, collaborative, and problem-solving skills
• Knowledge of office methods and procedures
• Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
• Promotes a positive climate, culture, and community
• Strong organisational, interpersonal, written, listening, and verbal communication skills
• Student-centered and relationship-focused
• Understanding of data privacy laws and their implications for the educational community
• Willing to be trained to carry out delegated nursing practices
• Willingness to participate in ongoing training as required

Work Environment

• The noise level in the work environment may alternate among quiet, moderate, and loud.
• The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
• The incumbent is required to work scheduled school/work hours and/or days.
• The incumbent may be required to work extended school/work hours and/or days as directed.
• Work is generally performed in the school setting but could include observing/monitoring at the bus stop, riding the bus while student is being transported, and/or instructional settings within the community or student’s home during periods of transition.
• The incumbent may experience exposure to high noise levels associated with a classroom environment.
• The incumbent may experience the threat of direct or indirect personal harm, or conflict situations.
• The incumbent may experience verbal or physical threats from students

Physical Demands

• Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
• Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
• Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
• Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.
• This position is very active and may require moving from one location to another in short amounts of time depending on the needs of students

Cognitive Functions

The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.

Required Qualifications

Colorado Driver's License - Department of Revenue - Division of Motor Vehicles, Experience as an Instructional Paraprofessional Working with Students with Behavioural/Emotional Problems, First Aid/CPR - American Heart Asc. / Red Cross / Etc., High school graduate -high school diploma or equivalent, Non-Crisis Intervention - Crisis Prevention Institute (CPI)

Preferred Qualifications

Associate's degree or two or more years (48 semester hours or more of college with no degree)

Compensation Range

$22.81-23.95

Scheduled Weekly Hours

37.5

Hours Per Day

7.5 hour(s) per day

Number Of Days Per Year

182 Days M-F

Benefits Eligibility

Full-time - Regular

For more information on our benefits, please visit Employee Benefits | Academy District 20 (asd20.org).

FLSA Status

United States of America (Non-Exempt)

Hiring Manager Email

[e-mail]