SPED Bridges Aide

Cleburne ISD; Cleburne (TX); On-site; USD 19,000 - 28,000; Full time

Job summary

Cleburne ISD is seeking an SPED Bridges Aide to support BRIDGES students on campus. This nonexempt paraprofessional will assist the BRIDGES teacher and general education staff in implementing behavior plans and crisis interventions.

The role requires a high school diploma or GED, 48 paraprofessional hours, and relevant certifications; bilingual ability is optional. Regular duties include documentation, classroom support, and collaboration with school teams to maintain a safe, respectful learning

Qualifications

• High School Diploma or GED is required.
• Completion of 48 paraprofessional hours or equivalent.
• Computer skills required for documentation and coordination.
• Certification related to autism, emotional disturbance, or behavior/mental health needs preferred.

Responsibilities

• Participate in implementing behavior intervention plans as a campus team member.
• Provide crisis prevention/intervention, including verbal de-escalation as needed.
• Assist with BRIDGES program behavior management and classroom systems.
• Escort and supervise students as required by BRIDGES procedures.
• Monitor, document, and report student behavior to teachers and administrators.
• Support staff in communicating with students, parents, and community members.
• Maintain confidentiality and follow district routines and regulations.

Skills

Behavior management support

Crisis intervention

Communication

De-escalation

Education

High School Diploma or GED

48 paraprofessional hours

Computer skills

Certification in autism/ED/behavior

Job description

Job Title: SPED Bridges Aide Wage/Hour Status: Nonexempt

Reports to: Campus Administrator Pay Grade: Para 4

Dept./School: Special Education Date Revised: 08/17/2026

Primary Purpose

Mentor, facilitate, and support special education students on campuses in the BRIDGES programs whose behavior interferes with academic progress. The Special Education BRIDGES paraprofessional is a support staff member to the BRIDGES special education teacher and general education teachers serving students in the BRIDGES program.

Qualifications

Education & Certification

• High School Diploma or GED


• Completed 48 hours of highly qualified paraprofessional classes (or completion of the equivalency exam)


• Computer skills


• Certification associated with autism, emotional disturbance, or behavior/mental health needs

Special Knowledge And Skills

• Bi-lingual (optional)


• Experience in working with children and youth through law enforcement or mental health agencies


• Ability to work effectively with children with behavioral problems


• Ability to implement crisis prevention/intervention techniques (CPI training is required and provided)


• Ability to communicate effectively with students and staff


• Ability to maintain emotional control under stress


• Ability to engage in frequent standing, stooping, bending, kneeling, and possible physical intervention (used only to ensure the care, welfare, safety, and security of student and others when the student's behavior poses a threat of imminent, serious physical harm to self or others and when the student's behavior poses a threat of imminent, serious destruction of property)

Major Responsibilities And Duties (specific But Not Limited To)

Behavior Management

• Participate as a student's campus team member in implementing behavior intervention plans.


• Provide crisis prevention/intervention, including verbal de-escalation, when needed.


• Assist with implementing points and the levels system in the BRIDGES program.


• Assist with the implementation of the classroom behavior management system


• Assist with escorting students to the BRIDGES program when the student's behavior poses an imminent and serious threat of physical harm to self or others


• Monitor and document student behavior for progress monitoring and during crises


• Assist with analyzing and interpreting behavioral data


• Assist students in exploring appropriate behavior choices


• Collect and provide student behavior documentation (verbal and written) to teachers, administrators, and LSSP


• Maintain professional behavior in emotionally charged situations with students/parents


• Maintain proper safety and security precautions to prevent unnecessary or unreasonable risk of injury to self or others


• Compile, maintain, and file all physical and computerized reports, records, and other documents required, including behavior documentation, discipline reports, and daily or weekly behavior card data.

School Visitation/Consultation

• Observe informal interactions between teacher(s) and student(s)


• Consult with teachers and relevant staff concerning the educational/behavioral needs of students and interpretation of behavioral documentation


• Consult with school staff regarding the implementation of behavior intervention plans and in managing behaviorally disruptive students


• Consult with classroom teachers and relevant staff regarding the management of student behavior according to IEP

Classroom Organization

• Assist with the planning, preparation, and conducting of social skills lessons.


• Work with individual students or small groups to conduct instructional exercises assigned by the teacher.


• Keep the teacher informed of any special needs or problems of individual students.


• Assist teacher in preparation of instructional material and classroom displays.


• Assist in maintaining a neat and orderly classroom


• Assist the teacher in keeping administrative records and preparing required reports


• Assist in supervising students in special education throughout the school day, both inside and outside the classroom


• Provide orientation and assistance to substitute teachers

Communication

• Use appropriate verbal and written communications with staff and students (and parents if required to attend parent/teacher conferences)


• Maintain a positive and effective relationship with supervisors


• Maintain professional relationships with colleagues, students, parents, and community members


• Use effective communication skills to present information accurately and clearly

Other

• Attend parent/teacher conferences as requested.


• Present a positive attitude that provides a positive role model for students.


• Work effectively with others


• Exhibit sound judgment in decision-making and problem-solving


• Attend and participate in faculty meetings and special events as assigned


• Participate in professional development activities to improve skills related to job assignment


• Comply with policies established by federal and state law, State Board of Education rules, and local board policy


• Comply with all district and local campus routines and regulations


• Maintain confidentiality


• All other duties assigned by the supervisor


• Must be present regularly in person.

Supervisory Responsibilities

None.

Mental Demands/Physical Demands/Environmental Factors

Maintain emotional control under stress. Moderate standing, stooping, bending, and lifting.