SpEd Paraprofessional - Behavior

Location: Academy Endeavour Elementary School
Estimated start date: September 1, 2026

About the role

This position addresses current student needs at the specified school. If the current program/school should experience a change in student needs, the individual filling this position may be required to change locations to another school where needs are demonstrated. This could occur at any time during the school year.

Responsibilities

• Independently implements behavior programs as instructed by behavior coordinator and/or IEP team and models behavioral programming for staff members who work with students with behavior problems
• Reports consistently for work as scheduled
• Implements established student behavior plans in a neutral and professional manner
• Provides assistance in behavior management, including appropriate utilization of Nonviolent Crisis Intervention techniques
• Performs direct observation of students 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, special education team, counselors, and administrators to identify changes/progress in behavioral interventions
• Communicates issues regarding the physical setting of the student’s school environment, including the time-out area, to help ensure it is appropriate for maximizing successful behavioral intervention
• Organizes and reports behavioral data for students receiving behavioral services at meetings with school staff and parents and in IEP team meetings
• Informs appropriate school staff and/or behavior program coordinator of progress, changes, problems, materials needed, etc.
• Assists staff members at school in performance of activities associated with student’s behavior program when responsibility for behavioral programming is transferred to student’s home school
• Monitors/consults regarding established behavior programs that have been turned over to staff members at the student’s school
• Performs other duties as assigned

Qualifications

• High school graduate (high school diploma or equivalent)

Skills

• 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 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 organizational 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 organizational, 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 may alternate among quiet, moderate, and loud
• Frequently required to interact in person and through communication methods with students, public, and/or other staff
• Required to work scheduled school/work hours and/or days
• 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
• May experience exposure to high noise levels associated with a classroom environment
• May experience the threat of direct or indirect personal harm or conflict situations
• May occasionally 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
• Ability to meet the physical and self-help needs of students (toileting, feeding, dressing, and transfers)
• Ability to physically restrain, following the guidelines of Nonviolent Crisis Intervention, an acting out student
• Ability to physically escort a student to various locations (e.g., time-out area)
• Ability to perform visual and auditory monitoring of student while in time-out/various locations
• 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
• Physically restrain students when necessary

Cognitive Functions

• Analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills

Pay

$21.02–22.07 per hour

Schedule

• 37.5 hours per week
• 7.5 hours per day
• 176 days per year
• Monday–Friday

Benefits

Full-time regular employees are eligible for benefits. For more information, visit Employee Benefits | Academy District 20.