Cherry Creek Schools

Provide comprehensive administrative support to school leadership and staff ensuring smooth office operations. | Requires 3 years administrative experience, intermediate Microsoft Office skills, strong communication and organizational abilities. | Job Title: School Office Manager FLSA Exemption Status: Non-Exempt Classification Group: Educational Office Professionals Supervising Position: School Principal Pay Plan: Educational Support Personnel Pay Range: Range 10 Last Updated: 12/16/2025 Pay Information Benefits Information JOB SUMMARY: Under the direction of a School Principal, perform administrative office functions to ensure the smooth and efficient operation of the school administrative office. Provide administrative assistance to the School Principal, administrators, and school staff. Relieve a principal of many administrative details. Must have sufficient knowledge of organization's structure, policies, and personnel to make administrative decisions, exercising independent judgment and discretion. Act as liaison of school as directed. Direct and review work of administrative staff as appropriate. May frequently take independent action. Work on assignments that are complex in nature where considerable judgment, analysis, and initiative are required in resolving problems and making recommendations. 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. Provide administrative support to the Principal, administrators, and school staff by updating electronically shared meeting documents, newsletters, and handbooks; scheduling and coordinating appointments, meetings, and facilities which may include major events and/or travel and lodging arrangements; maintaining and updating the master calendar for the school year; coordinating building use; creating and maintaining filing systems; distributing mail; issuing and tracking building keys; and updating the school's website, marquee, and Blackboard Connect. Publish weekly calendar and information bulletin for building staff. Daily 20% 2. Greet, welcome, and assist all staff, students, parents/guardians, community members, callers, and visitors to the school. Answer phones, provide information, take and deliver messages, and direct callers to the appropriate individual. Assist visitors, answer inquiries, provide information, and direct to appropriate school areas. Diffuse conflicts and/or difficult situations as needed in the school office. Daily 20% 3. Monitor students sent to the school office for disciplinary reasons, brain breaks, testing opt-out, etc. Daily 15% 4. Draft and/or prepare letters, memorandums, reports, labels, forms, special projects, presentations, and related materials that may be highly confidential. Proof material for errors. Record and distribute minutes of meetings. Research and collect data, compile statistics, and prepare regularly scheduled or special reports. Daily 10% 5. Manage and oversee arrangement for personnel substitutes, including the use of the automated substitute system, report verification, and training on system use. Daily 10% 6. Monitor building cameras, visitors, visitor sign-in procedures, and building activities including evacuation drills and crisis situations such as building evacuations, lockdowns, emergency situations, and safety procedures. May act as a liaison for 911/emergency calls and initiate crisis procedures in the administrator's absence with direction from appropriate officials. Support and assist the school's clinic on an emergency basis or when necessary. Assist with general student management in the hallways when needed. Daily 5% 7. Supervise the maintenance of facility and all equipment. May also serve as liaison with Information Systems for equipment problems. Daily 5% 8. Train, direct, supervise, and problem solve with support personnel to meet standards of performance; assist in the evaluation process. Set up, maintain, and monitor building personnel files and appropriate paperwork (e.g. hire/separation forms, requisitions, change of status forms, payroll, evaluations, distribution of district forms, etc.). Manage and monitor workflow process of all personnel hires and separations in the Enterprise Resource Planning (ERP) system. Weekly 5% 9. Assist in the development, maintenance, and monitoring of the school budget(s) and report variances to supervisor. Weekly 5% 10. Perform other duties as assigned or requested. Daily 5% TOTAL 100% REPORTING RELATIONSHIPS: This job has supervisor responsibilities including, but not limited to, interviewing, hiring, directing work, assigning work, supervising work, training, evaluating, disciplining, and terminating. Direct reports: • School Office Assistant 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 • Three (3) years of administrative assistant/clerical, human resources, budget, payroll, accounting, banking/loan servicing, or operational school support experience • Intermediate knowledge of common office application software • Intermediate knowledge of Microsoft Office • Advanced knowledge of typical office equipment such as telephones, copiers, email, etc. • Intermediate verbal and written communication skills • Intermediate organizational skills • Advanced interpersonal relations skills • Ability to work alone and with others • Ability to write routine reports and correspondence • Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and policy books • Ability to keep up-to-date technically and apply new knowledge to the job. Includes adapting to and mastering new system applications and processes as implemented by the district or school • Ability to communicate, interact and work effectively and cooperatively with all people, including those from diverse ethnic and educational backgrounds. Willingness to contribute to cultural diversity for educational enrichment • Ability to stay current with District policy, standards, and training in the areas of data quality, data privacy, and cyber-security with respect to student and staff data, and related information systems • Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator • Ability to promote and follow Board of Education policies, District policies, and building and department procedures 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) • Works both indoors and outdoors • Typically a moderate noise level • Work location is subject to change to meet the requirements of the organization • Frequent bending and reaching • Occasional lifting, pulling, and pushing • Occasional standing and walking • Manual dexterity to operate a computer keyboard • Repetitive motions • Visual concentration and depth perception • Eye/hand coordination (e.g., typing, ten key) • Speaking and hearing • Concentrated reading/writing/mathematics • Exposure to outdoor weather conditions • Normal school 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 • Education and/or training beyond high school • Experience working in an educational environment

Assist students with severe special education needs by implementing curriculum, behavior strategies, and Individualized Education Plans while providing physical care and maintaining records. | Requires high school or associate degree and passing background checks, with specific academic standards for Title I assignments. | 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 [https://www.cherrycreekschools.org/Page/2906] Benefits Information [https://www.cherrycreekschools.org/domain/2323] 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

Plan and implement instructional programs, supervise staff, maintain records, and collaborate with special education teams to support IEP goals. | High school diploma or associate degree, relevant experience, Early Childhood Director qualification, First Aid/CPR certification, and physical ability for classroom tasks. | Job Title: Early Childhood Education Onsite Director FLSA Exemption Status: Non-Exempt Classification Group: Early Childhood Education Supervising Position: Director or designee Pay Plan: Educational Support Personnel Pay Range: Range 11 Last Updated: 7/2/2025 Pay Information [https://www.cherrycreekschools.org/Page/2906] Benefits Information [https://www.cherrycreekschools.org/domain/2323] JOB SUMMARY: Facilitate learning and teaching in an integrated, inclusive preschool classroom (ages 3 to 5 ½ years); plan and administer small and large group instruction. Form and implement student educational programs; support and follow through with individual education plan (IEP) goals and accommodations. Communicate with district staff and/or student guardians regarding student progress; conduct parent conferences. Tend to the personal needs of students including lifting, diapering, and custodial/toilet 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. Plan, implement, and monitor each student’s educational program. Supervise students in the classroom. Plan and facilitate small and large instructional group activities that are developmentally appropriate. Provide a safe, nurturing, and orderly classroom environment conducive to the growth and development of each student with readily accessible, age appropriate materials. Daily 20% 2. Supervise, evaluate, and maintain records for program employees. Supervise para-educators in the classroom, including delegating work, training, directing work, assigning work, and resolving problems. Communicate and encourage professional growth opportunities for para-educators. May observe para-educators’ performance to provide input for annual evaluations completed by the Director of Early Childhood Education (ECE). Purchase classroom supplies as needed and according to district guidelines. Daily 20% 3. Attend and participate in meetings related to early childhood students’ IEPs. Support and follow through with students’ IEP goals and accommodations by collaborating and planning with special educators, working individually or in small groups with students with IEP goals, developing activities to meet the goals, etc. Attend licensing meetings with the school nurse. Daily 20% 4. Oversee the day-to-day operation of the classroom such as preparing class materials and toys, student discipline, addressing parent complaints, daily attendance, daily anecdotes/progress notes, correspondence books, proper food handling and sanitation practices, tending to student’s personal needs, etc. Daily 10% 5. Supervise children on the playground. Handle emergencies and injuries in a safe and professional manner. Plan and implement meaningful activities for large motor periods. Daily 5% 6. Write student progress reports and conduct parent conferences. Communicate with student guardians and district special educators regarding student progress and/or issues. [ Weekly 10% 7. Complete Inter-Rater Reliability and collect sufficient student data and input into My Teaching Strategies (TS GOLD); meet deadlines for three checkpoints a year, as mandated by the State of Colorado. Weekly 5% 8. Attend and participate in professional development trainings including First Aid/CPR, crisis prevention intervention, literacy, excellence in equity, communication strategies, social/emotional development, etc. Attend professional learning communities (PLCs). Quarterly 5% 13. 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 Early childhood education/preschool teacher, instructor, or educational assistant/para experience professional work experience  * Colorado Department of Human Services (CDHS) Early Childhood Director qualification (verification letter required) * First Aid/CPR certification or completion of an introduction class to First Aid/CPR * Colorado Shines Professional Development Information System (PDIS) registered * Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc. * Basic knowledge of Microsoft Office * Basic word processing skills * Intermediate interpersonal relations skills * Ability to follow all Federal and State licensing rules and regulations * Advanced verbal and written communication skills * Ability to work independently and collaboratively with others * Ability to work cooperatively with an interdisciplinary special education team, as well as with other professionals * 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 * Ability to run and retrieve children 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) * Works both indoors and outdoors * Typically a moderate noise level * Frequent bending, squatting, reaching, and climbing * Eye/hand coordination * Visual concentration * Concentrated reading/writing/mathematics * Prolonged standing and walking * Squatting * Overhead work * Occasional lifting, pulling, and/or pushing * May be required to assist students with custodial needs (feeding, toilet) * May work outdoors when monitoring student activities * Normal school district environment that may include potential volatile outbursts 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 of Arts degree in Early Childhood Education or equivalent * Three (3) years of preschool teaching experience * Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds. * Colorado Shines PDIS 3.0 Level 3 * Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement

Assist special education staff with student programming, behavior strategies, and curriculum modifications for students with severe needs. | Requires high school diploma or associate degree and ability to pass background checks, with some higher education preferred for Title I assignments. | 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 [https://www.cherrycreekschools.org/Page/2906] Benefits Information [https://www.cherrycreekschools.org/domain/2323] 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 students with moderate to severe needs, implement behavior plans, collect data, and train staff. | Requires high school diploma and at least one year experience with special needs children, plus physical and interpersonal skills. | 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 [https://www.cherrycreekschools.org/Page/2906] Benefits Information [https://www.cherrycreekschools.org/domain/2323]   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

Assist special education staff by supporting students with severe special needs through curriculum adaptation, behavior strategies, and physical care. | Requires high school equivalency or higher education with ability to assist in instructing and implement behavior modification techniques. | 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