Paraprofessional, Special Education (Sped) - RISE (Centralized Autism Classroom)
Mesa County Valley School District 51-
Position Type:
Special Education - Support Staff/Paraprofessional, SPED SNA
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Date Posted:
11/5/2026
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Location:
Summit School Program
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Closing Date:
11/11/2026
- Support delivery of teacher-directed instruction in individual, small-group, and classroom settings.
- Assist in implementing IEP goals, accommodations, and modifications for students with autism.
- Utilize structured teaching strategies, visual supports, schedules, and sensory tools to enhance student engagement.
- Reinforce communication skills using strategies such as modeling, prompting, Augmentative and Alternative Communication (AAC) systems, or Picture Exchange Communication System (PECS) as trained.
- Prepare and organize materials to support instruction, routines, and transitions.
- Assist with implementing positive behavior intervention plans (BIPs) and classroom behavior systems.
- Support students in developing self-regulation, coping strategies, and replacement behaviors.
- Use district-approved de-escalation and crisis-prevention strategies.
- Assist with responding safely to challenging behavior, including physical intervention when authorized and necessary.
- Monitor student behavior and social responsiveness across settings (classroom, recess, cafeteria, specials, etc.)
- Provide personal-care support, including toileting/diapering, hygiene, feeding, mobility assistance, or medication support under direction or delegation by a School Nurse (RN).
- Assist with positioning, transfers, and use of adaptive or sensory equipment per training.
- Follow student health and safety plans developed by nursing and related service providers.
- Collect data on academic, behavioral, communication, and social goals as directed.
- Track student performance, behavior frequency, and program participation.
- Share observations with licensed staff to support progress monitoring and instructional adjustments.
- Maintain accurate and confidential documentation.
- Supervise students during transitions, recess, lunch, arrival/dismissal, field trips, and other school settings.
- Assist during bus loading/unloading when assigned.
- Monitor for safety risks and support safe decision-making.
- Ensure use of safe practices during sensory activities, movement, or play.
- Participate in team planning, staff meetings, and building-level professional development as assigned.
- Collaborate with special educators, related service providers (OT, PT, SLP), and support staff to meet student needs.
- Additional tasks, duties, and responsibilities may be assigned as needed/requested.
- High school diploma or equivalent required
- Associate's degree, completion of at least 48 semester hours of college coursework, or a passing score on the WorkKeys assessment (or other approved assessment) required for Title I schools
- Two years of experience working with children required
- Prior school district experience preferred
- Experience working with students with autism or diverse learning needs preferred
- Coursework or training in special education, autism support, applied behavior analysis (ABA), communication systems, or related areas preferred
- Bilingual (English/Spanish) language skills required when assigned to a bilingual program
- Criminal background check required for hire
- Valid Colorado driver's license or valid Colorado identification required
- Must be able to lift 35 pounds. Lift test required at time of hire
- Quality Behavioral Solutions certification (QBS) must be obtained within 60 days of hire
- Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) certification required within 60 days of hire
- Small Vehicle Permit preferred
- Knowledge of autism characteristics and support needs, including communication, sensory regulation, and structured routines.
- Ability to implement visual supports, schedules, prompting strategies, sensory tools, and structured learning environments.
- Ability to support communication systems such as AAC devices, PECS, modeling, or functional communication strategies (training provided).
- Skill in implementing behavior intervention plans and using positive behavior supports.
- Ability to use calm redirection, de-escalation, and crisis-prevention techniques.
- Ability to remain calm when faced with challenging student behavior, including physically or verbally aggressive behavior
- Ability to build supportive, respectful relationships with students and maintain appropriate boundaries.
- Ability to adapt to changing needs, manage frequent interruptions, and maintain focus in a busy school environment.
- Ability to supervise students safely in a variety of settings and respond appropriately in crisis or emergency situations.
- Ability to follow district safety procedures and report concerns promptly.
- Ability to be adaptable and flexible with collaborative critical thinking and problem-solving capabilities
- Ability to assist students with toileting, feeding, hygiene, mobility, or positioning following training.
- Ability to follow health plans and safety protocols with accuracy.
- Understanding of infection-control and sanitation procedures.
- Clear and effective written and verbal communication skills
- Strong customer service skills, with the ability to provide support in a professional and approachable manner
- Commitment to handling sensitive and confidential information with the highest ethical standards
- Strong interpersonal skills to collaborate with staff and various stakeholders
- Ability to lead, communicate, interact and work effectively and cooperatively with people from diverse ethnic and educational backgrounds
- Ability to follow applicable federal, state, local laws and Board of Education policies, in addition to building and department procedures
- 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
- Basic operating knowledge of computers, district-approved devices, and common educational technology tools.
- Ability to use email, word processing, spreadsheets, and other standard office software.
- Ability to operate typical office equipment such as copiers, printers, and telephones.
Job Title: Paraprofessional, Special Education (Sped) - RISE (Centralized Autism Classroom)
Pay Program: Support Staff, Non-Exempt
Pay Range: Range 8 ($19.68 - $21.96)
Work Year: 177 days / 7 .5 hours per day
Reports to: Building Administrator/Sped Coordinator
Summary
Operating under the direction of the Building Leader and licensed special education staff, this position provides instructional, behavioral, communication, and personal-care support to students with autism. This position assists with implementing Individualized Education Programs (IEPs), supports structured routines, reinforces social communication and self-regulation skills, and uses visual, sensory, and behavioral supports to help students access learning. This position may provide one-on-one or small-group support and contributes to a safe, predictable, and supportive environment that promotes academic, behavioral, and social-emotional growth.
| Job Responsibility Description |
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Instructional Support
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Behavior Monitoring and Support
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Personal Care and Hygiene Support
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Data Collection and Documentation
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Student Supervision and Safety
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Professional Development and Meetings
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Other Duties
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Education and Experience
Acceptable demonstration of acceptable education and/or experience will be at the sole discretion of the District.
Licenses, Registrations or Certifications
Knowledge, Skills and Abilities
Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits