Paraprofessional, Special Education (Sped) – RISE (Centralized Autism Classroom)

at Mesa County Valley School District No. 51, Grand Junction, United States

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Salary

Not given in the advert

Closing date

17 November 2026

Start

Not given in the advert

Type of post

Teaching support
A support post, not a teaching post.

First seen

5 November 2026, on a public job listing

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The advert

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 Instructional Support 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. Behavior Monitoring and Support 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.) Personal Care and Hygiene Support 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. Data Collection and Documentation 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. Student Supervision and Safety 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. Professional Development and Meetings 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. Other Duties Additional tasks, duties, and responsibilities may be assigned as needed/requested. Education and Experience Acceptable demonstration of acceptable education and/or experience will be at the sole discretion of the District. 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 Work Keys 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 Licenses, Registrations or Certifications 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, Skills and Abilities 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. 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

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