Para Special Education High Incidence (2026-2027 School Year)

Wichita Public School•Wichita, KS

2d•Onsite

About The Position

Under the supervision of an administrator and the direction of a certificated or licensed staff member, the Para Special Education High Incidence assists teachers in educating students with cognitive, communication, social, behavioral, and/or emotional disabilities. Students may need academic instruction and/or adaptive behavior skills instruction. The role includes instructional assistance, organizing and maintaining records, supporting student behavior and classroom safety, and communicating with students, support staff, and parents. The position is offered at 0.75 FTE, working 30 hours per week, for the 2026–2027 school year. The paraeducator supports students in classroom and school activities, helps implement behavior plans and Individual Education Plans, assists with integration into regular education classrooms, and may provide academic or community-based instruction. The role can also involve assisting students with basic care and medical needs under appropriate professional supervision, supporting student transportation, and traveling between buildings when necessary. The employee is expected to maintain confidentiality, demonstrate professionalism and flexibility, collaborate effectively, and provide responsive, respectful service to students, families, colleagues, and other customers.

Requirements

High school diploma or GED equivalent.
For paras working in a Title School, at least 48 accredited college credits verified by transcript or a passing score on a state-approved assessment.
Ability to communicate clearly and effectively, verbally and in writing, with people inside and outside the organization.
Ability to communicate effectively with a supervisor when their discretion is needed.
Ability to work effectively as a team member; collaborate, resolve conflicts, and communicate with others.
Ability to plan, organize, make decisions, prioritize work, and meet daily building demands.
Ability to demonstrate flexibility, responsiveness, sound judgment on recurring assignments, professionalism, and confidentiality.
Ability to demonstrate a positive attitude and follow professional dress and appearance standards.
Ability to develop and deliver training to meet the targeted needs of an identified audience.
Ability to work in varied weather conditions and respond immediately to emergencies, which may include using physical restraint techniques.
Ability to walk long distances; stand for long periods; bend, twist, balance, stoop, climb steps, and reach overhead; and sustain a full day of physical activity.
Ability to see and hear well and lift, carry, push, and pull up to 20 pounds.
Some positions require in-service training or coursework in first aid, symptoms of child abuse, and/or symptoms and signs of illness.
Some positions require special skills, such as knowledge of sign language modalities, Braille, or NCI (Nonviolent Crisis Intervention).

Responsibilities

Supervise students in classroom settings as directed by the teacher and assist with classroom routines and procedures.
Help redirect behavior, assess and defuse crisis situations, document occurrences, and support students’ positive self-esteem.
Supervise school activities on or off campus during the instructional day and assist in implementing student behavior plans.
Accompany students between assigned areas and assist with their integration into regular education classrooms.
Help set up the classroom for instruction, projects, and activities, and assist with integrating technology into instruction.
Provide individual or group instruction after the teacher’s initial instruction, including in academic areas and, when applicable, to regular education students.
Support student engagement with the curriculum, self-advocacy, technology use, questioning and discussion, child development, and language acquisition.
Assist the teacher in designing and delivering instruction and in developing and implementing Individual Education Plans (IEPs).
Assist with planning and implementing community-based instruction and demonstrate knowledge of district resources.
Provide feedback to students and teachers; observe and chart student behavior and assist with discipline as directed by the teacher.
Communicate with students, parents, instructional staff, and support staff as directed, using appropriate communication methods.
Maintain confidentiality concerning students, staff, and related matters, and model appropriate behavior for students.
Build and maintain professional relationships with classroom teachers and other staff, and demonstrate sensitivity to students’ needs and those of staff and parents.
Attend and participate in staff meetings, professional learning communities (PLCs), and parent conferences as required.
Complete the required annual in-service hours: at least 20 hours annually, reduced to at least 10 hours after three years.
Assist students to and from buses and assist drivers until departure; assist with student transportation and travel between buildings when necessary.
Assist with students’ medical needs under the direct supervision of the school nurse or another appropriate professional.
Assist students with basic needs, including self-care, hygiene, feeding (which may include tube feeding), toileting, diapering, dressing, and physical transfers.
Perform additional duties assigned by the supervisor.
Use required equipment in accordance with USD 259 guidelines.
Work scheduled hours and assigned duties, obtain prior approval for deviations from assigned hours, and maintain appropriate professional dress and appearance.