Position Profile
Position: Paraeducator II: Early Childhood
Department/School: Instructional Support Services
Reports To: Director
FTE: 0.88
Days/Year: 184
Salary Grade: A14
Salary Schedule: ESP Group B
FLSA Status: Non-Exempt
Applicants must be legally authorized to work in the United States.
Join a joyful early childhood community where every child belongs, every voice matters, and every day makes a difference.
The Early Childhood Education Department combines a deep passion for early education with meaningful support for the staff who make the magic happen. We are seeking a compassionate and collaborative Preschool Instructional Paraprofessional to support students, classroom teams, and preschool programs across the district. This position works closely with coaches, teachers, and specialists to help embed instructional and intervention strategies that support student growth, engagement, and independence. The ideal candidate is patient, flexible, team-oriented, and passionate about supporting young children.
Position Summary
This position supports students with diverse and intensive learning needs by providing instructional, behavioral, and functional assistance under the direction of licensed staff. The role works with individuals and small groups to reinforce academic, communication, and daily living skills through the implementation of Individual Education Plans (IEPs), accommodations, and behavior support strategies.
The position monitors and documents student progress and behavior, maintains accurate and confidential records, and contributes to data collection and reporting aligned with compliance requirements. It also assists with physical and medical care needs, which may include toileting, feeding, mobility support, positioning, and implementing health-related procedures (e.g., medication administration or specialized care) as delegated by a registered school nurse.
In addition, the role supports classroom operations through organization, material preparation, and use of instructional technology, while maintaining a safe, structured, and sanitary learning environment. The position supervises students across multiple settings to ensure safety, engagement, and independence.
Success in this role requires strong communication, collaboration, and organizational skills, as well as the ability to remain flexible, patient, and responsive in a dynamic, student-centered environment.
Essential Job Functions
Instructional Support
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Provide instructional support to students under the direction of licensed staff, working with individuals and small groups to reinforce learning and develop academic, communication, and functional skills.
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Implement accommodations, modifications, and instructional strategies aligned with students’ Individual Education Plans (IEPs), including promoting skill generalization across settings.
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Support student learning, including re-teaching concepts and assisting with assignments and executive functioning strategies.
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Prepare instructional materials and assist with classroom activities and assessments to support curriculum delivery.
Behavioral Support
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Implement behavior intervention strategies and reinforce positive behavior, social-emotional skills, and appropriate student conduct.
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Monitor student behavior and utilize de-escalation techniques and established supports to maintain a safe environment.
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Assist students with routines and transitions to promote engagement, independence, and successful participation.
Student Care & Physical Support
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Assist students with daily living and functional skills, including toileting, hygiene, feeding, positioning, mobility, and other personal care needs as assigned.
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Support use and care of specialized equipment and health-related needs as trained.
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Provide health-related support, including medication procedures, as delegated by a registered school nurse.
Data Collection & Compliance
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Monitor, document, and report student progress and behavior; maintain accurate records aligned with IEP goals and compliance requirements, including Medicaid documentation as applicable.
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Assist with attendance, data entry, and required paperwork related to student services.
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Contribute to data collection, reporting, and communication with staff and IEP teams.
Collaboration & Supervision
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Collaborate with teachers, specialists, and multidisciplinary teams to implement instructional and behavioral strategies and support student programming.
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Supervise and support students across settings, including classrooms, playgrounds, lunchrooms, field trips, and other school activities, with attention to individual needs.
Classroom Operations & Environment
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Support classroom operations through clerical and organizational tasks, including data entry, filing, copying, laminating, inventory management, and ordering supplies.
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Assist with classroom logistics and events, including transitions, drills, and specialized programming needs.
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Maintain a safe, structured, and sanitary learning environment, including materials and equipment.
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Utilize standard office and classroom technology to support instructional, behavioral, and documentation requirements.
Work Environment & Other Duties
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Travel between classrooms, programs, and learning environments across the district as assigned.
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Perform other duties as assigned.
Knowledge, Skills and Abilities
Knowledge of
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Instructional support practices for students with diverse and intensive learning needs
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Individual Education Plans (IEPs), including accommodations, modifications, and goal implementation
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Behavior intervention strategies, de-escalation techniques, and positive behavior supports
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Child and adolescent development, including communication and functional skill development
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Student supervision practices across multiple school environments (classroom, playground, lunchroom, etc.)
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Data collection, progress monitoring, and compliance requirements, including Medicaid documentation
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Health, safety, and sanitation standards in school settings, including basic student care procedures
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Classroom routines, school procedures, and instructional materials management
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Modern office practices, including Microsoft Office/Google Suite and standard classroom/office technology
Skills in
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Supporting instruction for individuals and small groups to reinforce academic, communication, and functional skills
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Implementing IEP-aligned strategies, accommodations, and modifications
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Observing, monitoring, and accurately documenting student progress and behavior
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Implementing behavior supports and using de-escalation techniques in challenging situations
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Assisting with daily living and functional routines to promote student independence
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Organizing materials, managing time, and maintaining structured classroom environments
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Performing clerical tasks, including data entry, recordkeeping, and materials preparation
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Clear oral and written communication using appropriate language conventions
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Collaborating effectively with teachers, specialists, and multidisciplinary teams
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Using standard office and classroom technology to support instruction and documentation
Ability to
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Work effectively with students with diverse academic, developmental, medical, and behavioral needs
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Follow direction and implement instructional, behavioral, and care plans with fidelity
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Supervise and manage students safely across a variety of school settings and activities
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Maintain accurate, timely, and confidential student records
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Assist with physical care needs, including mobility, positioning, and personal care tasks
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Remain calm and respond appropriately in high-stress or crisis situations
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Communicate effectively and demonstrate strong interpersonal skills with students, staff, and families
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Collaborate as part of a team while also working independently when needed
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Prioritize tasks, stay organized, and manage multiple responsibilities in a dynamic environment
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Demonstrate flexibility, patience, and sound judgment
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Maintain a safe, clean, and structured learning environment
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Travel between classrooms and school sites as assigned
- High school diploma or equivalent
- Title 1 Schools Only: Completed at least two years of study at an institution of higher education; or obtained an associate’s or higher degree; or demonstrated rigorous standard of quality through a formal state or local academic assessment (ex: ACT-Work Keys and ETS-ParaPro)
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One (1) year experience working with children with disabilities or in a related setting
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CPI (Crisis Prevention Institute) or similar de-escalation training (or ability to obtain)
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CPR/First Aid certification (or ability to obtain)
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Ability to meet physical requirements of the position (e.g., assisting with student mobility, toileting, lifting, and transitions)
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Associate’s degree or higher in education or related field
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Experience with IEP implementation, data collection, or behavior interventions (e.g., ABA, PBIS).
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Experience working with students with autism, behavior challenges, medically fragile conditions, hearing or vision loss, or intellectual disabilities
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Registered Behavior Technician Certification
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Bilingual skills relevant to district population
Working Conditions & Physical Demands
Work is performed in a variety of environments and includes a combination of light to occasionally heavy physical activity. The position requires frequent movement throughout the workday, including alternating between sitting, standing, and walking.
Physical requirements include lifting up to 50 pounds on an occasional basis and up to 10 pounds frequently. Duties may involve stooping, kneeling, crouching, crawling, bending, balancing, and reaching at both desk and floor level, as well as occasional overhead reaching. The role also requires dragging and lifting objects from floor to shoulder height up to 60 pounds on an occasional basis; pushing, pulling, and carrying up to 50 pounds; and lifting up to 20 pounds from shoulder to overhead.
The position requires frequent use of hands for grasping, holding, and turning objects, as well as fine motor skills to operate tools and computer equipment. Employees must be able to feel the shape, size, and temperature of objects.
The role requires constant seeing, hearing, and verbal communication, as well as the ability to detect odors. Employees must be capable of climbing stairs and performing physically demanding tasks as needed.
Employees in this category will also receive the following for the 2026-2027 school year:
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Non-Recurring Pay: 7% of base salary in Non-Recurring Pay (distributed as 3.5% on November paycheck and 3.5 % on May paycheck).
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Staffing Stability Incentive (Adams Elementary, Galileo Middle School and Mitchell High School): ESP employees will receive the equivalent of one salary step divided over 12 pay periods.
Base Salary Setting: Employment, assignment and salary placement, is in accordance with job description requirements. A work history is required to demonstrate job title, job duties and time worked in the position. Grade placement for ESP positions is determined by the Salary Schedule by Job Title resource. Reference the linked How Your Compensation Is Determined for more details.
Salary Setting (New Hires): Any newly-employed Education Support Professional will be placed on the twenty-five (25) step system. Each step represents two years of experience, based upon equivalent experience. The maximum number of years of experience granted is 19-20 years, which is equivalent to placement on step ten (10). Steps are determined by experience listed on the application and resume.
Salary Setting (Rehires): Returning employees who have previously resigned or separated from the District will be rehired at the same step they were on at the time of resignation/separation plus any new experience gained in the same job, provided step increases were approved by the Board during the years in question.
Employees with experience in the District who have left the District and then returned to the same position shall be hired at the same pay grade (refers to the ESP placement on salary schedule by job title) and step at time of resignation. Additional relevant experience gained after resignation may be evaluated from the employee’s application and updated resume.
See Employee Handbook (located on the D11 website) for information on salary setting for rehires (after retirement), promotions and lateral transfers.
School District 11 is committed to a policy of nondiscrimination in relation to disability, need for special education services (whether actual or perceived), race, creed, color, sex, marital status, sexual orientation, transgender status, gender identity, gender expression, national origin, religion, ancestry, age, genetic information, or protected activity in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Any harassment/discrimination of students and/or staff, based on the aforementioned protected areas, will not be tolerated and must be brought to the immediate attention of the school principal, D11 administrator/supervisor or D11 nondiscrimination compliance/grievance coordinator.
NONDISCRIMINATION COMPLIANCE COORDINATOR, the Office of Equal Opportunity Programs and Ombudservices, has been designated to coordinate compliance with: Equal Pay Act of 1963, Civil Rights Act of 1964, as Amended, Age Discrimination in Employment Act of 1967, Title IX – Education Amendments Act of 1972, Section 504 of Rehabilitation Act of 1973, Pregnancy Discrimination Act of 1978, and Americans with Disabilities Act of 1990. For additional information, please contact the District 11 Office of Equal Opportunity Programs & Ombudservices at 1115 North El Paso Street, Colorado Springs, CO 80903-2599, Phone: 719-520-2288, FAX: 719-520-2442
The following Board policies address nondiscrimination in District 11: AC, AC-R, GBA, GBAA, JBB, JBB-R
