Paraprofessional, Summit Program

Job | Posted a month ago


Job Title:                                   Paraprofessional, Summit Program       
Pay Program:                            Support Staff FLSA Status:      Non-Exempt
Reports to:                                Classroom Teacher / Building Leader Pay Range:         CH 6
Reviewed/Revised Date:        Jan 2013 / Dec 2013 / Feb 2018 Work Year:      177 DAYS/7 HOURS
VISION: To Engage, Equip, and Empower our learning community today for a limitless tomorrow
SUMMARY: Operating under the general supervision of the assigned teacher and school leadership, this employee coordinates with the Summit Program team to provide a variety of emotional, behavioral, and instructional support to students with significant behavioral development needs. Employee acts as a teacher resource working directly with students to instruct and demonstrate appropriate behavior as well as reinforce the D51 Learning Model through preparing and assisting with core lessons, participating in students’ reading or math programs, and other curriculum-based instruction. This position provides an environment in which students can feel safe in order to inspire them to improve behavior and reach specific behavioral and educational goals. The Summit Program Paraprofessional is also often a point of contact for the staff and students entering the classroom environment and the employee must work cooperatively to facilitate these interactions.
ESSENTIAL DUTIES AND RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Job Responsibility Descriptions
  1. Assisting the teacher in the assigned classroom, the Summit Program Paraprofessional provides emotional, behavioral, and instructional support to students, helping them to be engaged participants in classroom learning activities.  Students are assigned to the Summit Program classroom with a goal of working to return to their regular school when possible.  This position works directly with students in small groups or often one-on-one providing individualized behavior modification guidance to students based on their Individual Education Plan (IEP).  Para will conduct line-of-sight supervision of student behavior which includes interactions that impart self-management skills that will enhance the student(s) behavior(s) toward appropriate responses and choices. Para is responsible for placing students in the Opportunity Room (room designated for behavior intervention) when necessary. This role sometimes includes the use of physical restraint to address the aggressive, erratic, and possibly dangerous conduct of a student(s).  The paraprofessional is often a first-point-of-contact for demonstrating D51 Social Emotional Learning with students and there is an expectation for the person in this role to promote the District’s model/mission for this topic.
  1. Supporting the teacher in implementing the D51 Learning Model, the paraprofessional can be assigned a wide variety of tasks and duties that include but are not limited to copying, collating, and organizing core lesson materials and handouts. The para may assist with a variety of academic subjects including a students’ reading or math programs, developmentally appropriate social studies, science, and other curriculum-based instruction.  This role reinforces the teacher’s expectations for quality work by coaching, guiding, and inspiring students to learn and overcome challenges as assigned/appropriate for their IEP. Other duties under this responsibility may include the general clean-up, sanitation, and order of the classroom environment, furniture, and materials. Working one-to-one with students the Summit Program Para provides feedback and on-going communication to the teacher regarding student observations, student engagement, areas of concern and the effectiveness of instructive techniques as it relates to the student’s performance-based learning plan(s).
  1. Working throughout the assigned school building/complex the paraprofessional monitors the Summit Program student’s behaviors and social responsiveness in a variety of environments that may be challenging to the student(s) including playgrounds, cafeteria, assemblies, physical education, group activities, and many other situations.  This position may also be assigned before and/or after school bus stop monitoring as well monitoring duties while riding busses for the Summit Program. The para works with the student to learn and use a variety of self-soothing and calming techniques as well as providing positive behavior reinforcement in these settings.  In addition, this employee may work with a student participating in alternative classroom environments, including working with a volunteer student mentor, temporary classroom placements, and during a transition back to their homeroom.
  1. Daily communication with assigned teacher and additional paraprofessional about individual student learning and behavior needs is a continuous responsibility of this position. This includes working together to create and implement specific behavior modification techniques for students based on individual needs.  While the paraprofessional may have some contact with a student’s parents and/or guardian there is minimal direct communication and inquiries are referred back to the primary classroom teacher.
  1. Participating in staff meetings and/or building level in-service training programs as appropriate is an expectation of the Summit Program Paraprofessional.  Employee may also participate in and assist activities outside of the classroom including occasional field trips and off-site tours.  Note: The actual duties of this position may vary based on current needs and building assignment.
  1. Perform other duties as assigned

  • High school diploma or equivalent required*plus
48 credit hours from an accredited college/university, or;
Successful passing of the Work Keys Assessments testing;
  • Preference given for additional credit hours in early-childhood education, education, or healthcare;
  • Minimum two years of experience working with pre-adolescent children required; preference given for prior school district experience;
  • Direct experience or knowledge of students who have significant disabilities preferred;
  • Bilingual oral and written skills, English/Spanish, are desirable;
  • *Acceptable demonstration of education and/or experience is at the sole discretion of the district.
  • Valid Colorado driver’s license or other form of identification required;
  • Successful passing of criminal background check required at time of hire;
  • Must successfully pass lifting evaluation of 35 pounds upon 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;
  • Attend and successfully complete all staff development training as required by state law or as directed by supervisor.
  • Exceptional ability to stay calm and relaxed during situations in which student must be restrained or disciplined while demonstrating physically and/or verbally abusive behavior;
  • Exceptional ability to be patient with and non-reactive to emotionally/verbally obloquy students;
  • Strong ability to use de-escalation techniques and to defuse stressful and possibly volatile situations;
  • Working knowledge of laws and statutes as outlined in the:
Every Student Succeeds Act (ESSA, 2015),
Americans with Disabilities Act (ADA),
Health Insurance Portability and Accountability Act (HIPAA, 1996);
  • Well-developed oral communication skills in English, preference given for Spanish language skills;
  • Well-developed interpersonal and relationship building skills with youth;
  • Ability to maintain confidentiality in all aspects of the job, especially as related to student issues and information;
  • Ability to work independently as needed with minimal direction and/or supervision;
  • Ability to manage multiple priorities and frequent interruptions in a timely manner;
  • Ability to be adaptable and flexible with critical thinking and problem-solving capabilities;
  • Ability to promote and follow Board of Education policies, building and department procedures;
  • Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds;
  • 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.
  • Operating knowledge of and experience with personal computers and peripherals;
  • Operating knowledge of and experience with office software such as word processing and spreadsheets;
  • Operating knowledge of and experience with typical office equipment, such as telephones, copier, fax machine, E-mail, etc.

Posted By

Mesa County Valley School District 51

Compare with State

Amount per Student

$8,735 (USD)

State Average: $10,278 (USD)

% ELL Students


State Average: 12%

Student Teacher Ratio


State Average: 17.36

% IEP Students

State Average: 11%



State Average: 415