Cherry Creek School District

Assist special education staff by supporting students with severe special needs through curriculum adaptation, behavior strategies, and physical care. | Requires high school diploma or higher, ability to assist in instruction, implement behavior techniques, and maintain confidentiality. | 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 severe special 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 Frequency Percentage of Time 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 Job Task Description Frequency Percentage of Time 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 and as delegated by a registered school nurse, accurately follow student medication delivery orders. Daily 10% TOTAL 25% SERIOUS EMOTIONAL DISABILITY (SED) ASSIGNMENT Job Task Description Frequency Percentage of Time 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 Job Task Description Frequency Percentage of Time 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: 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 QUALIFICATIONS: 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

Provide instructional and behavioral support to special needs students, implement behavior plans, and train staff. | Requires at least one year experience with special needs children, basic office and instructional equipment knowledge, and ability to implement behavior modification techniques. | Job Description Job Title: Special Education Technician FLSA Exemption Status: Non-Exempt Classification Group: Staff Support Supervising Position: Director or designee Pay Plan: Educational Support Personnel Pay Range: Range 14 Last Updated: 02/26/2024 Pay Information Benefits Information JOB SUMMARY: Provide instructional and behavior support, assistance, and training both outside and within general education classrooms and special education classrooms. Train and implement special education and behavior plans for students with moderate to severe needs across multiple disability categories. Implement therapeutic procedures and programs prescribed by Special Education Liaisons. Assist school team in maintaining daily records of student progress and behavior. Train para-educators in side-by-side as well as structured training. 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. Job Task Descriptions Frequency Percentage of Time 1. Assist student's Individual Education Plan (IEP) team in creating and implementing (by modeling 1-1 with student and training staff) Behavior Intervention Plans, prescribed programs that adjust behavior management, communication systems, organization systems, and/or instruction/curriculum for students whose behaviors range from aggressive to moderately and mildly disordered. Support programs designed to increase student achievement, if applicable. Daily 40% 2. Provide direct behavior intervention services using sound behavior analytic techniques and practices (e.g. differential reinforcement, antecedent strategies, etc.). Daily 15% 3. Collect and document accurate data during instructional sessions to include skill introduction, acquisition and mastery, behavioral frequencies, antecedents, and consequences. Weekly 15% 4. Apply effective problem-solving skills through collaborative conversations with students, staff, parents/guardians, building administrators, and district liaisons. Daily 5% 5. Train staff to maintain daily records of student progress/behavior, and provide observation, data, feedback, and recommendations to the team. Weekly 5% 6. Monitor safety of students with behavioral challenges. Use appropriate techniques to prevent students from hurting themselves and/or others. Respond to unsafe behaviors including aggressions, self-injurious behaviors, and elopement. Following training and as delegated by a registered school nurse, accurately follow student medication delivery orders. Weekly 5% 7. Report weekly to district liaisons regarding student progress and communicate daily or as needed when difficult problems arise. May prepare special reports as needed. May collect data to inform IEP team about appropriate placement decisions. Attend IEP meetings as directed by BCBA. Weekly 5% 8. Provide formalized training for para-educators relevant to fulfilling their job duties (i.e. data collection, behavior management, organization systems, executive functioning strategies, etc.). Annually 5% 9. 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 • One (1) year of professional work experience with special needs children in a paid program or licensed special education teaching. • Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc. • Basic knowledge of Microsoft Office • Basic knowledge of student instructional equipment including computers, adaptive equipment, augmentative communication devices, and other related equipment • Basic organizational skills • Intermediate critical thinking and problem-solving skills • Intermediate oral and written communication skills • Intermediate interpersonal relations skills • Ability to work alone and collaboratively with others • Ability to train and teach other employees to develop behavior data forms and Behavior Intervention Plans • Ability to implement behavior modification techniques • Ability to diffuse and manage volatile and stressful situations • Ability to work one-on-one and in small groups with students • Ability to stay abreast of strategies for students with ASD and special education curriculum • Ability to maintain confidentiality in all aspects of the job 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. • Light work strength level (lifting or carrying up to 25 pounds) • Primarily works indoors • Typically a moderate noise level • Work location is subject to change to meet the requirements of the organization • Prolonged standing and walking • Speaking and hearing • Frequent bending and reaching • Occasional lifting, pulling, and pushing • Squatting • Overhead work • Eye/hand coordination • Visual concentration • May work outdoors when monitoring student activities • May be required to perform physical restraint • Normal school district environment DESIRED QUALIFICATIONS: 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 • 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 • Experience working in a school district or educational setting • Experience with implementing research-based methodologies (e.g. Applied Behavior Analysis [ABA], Treatment and Education of Autistic and related Communication Handicapped Children [TEACCH], Positive Behavior Intervention Supports [PBIS], etc.) • Ability to work in a transdisciplinary model