{ "count" : 4258, "data" : [ { "id" : "6949b14570f0b99d58827167", "title" : "Para Special Education High Incidence", "company" : "Samuel E Spaght Science and Communications Magnet Elementary School", "location" : "Samuel E Spaght Science and Communications Magnet Elementary School", "locations" : [ "Samuel E Spaght Science and Communications Magnet Elementary School", "2316 E. 10th", "67214" ], "certifications" : [ "NCI (Nonviolent Crisis Intervention)" ], "timestamp" : "2026-06-15T14:16:15.509", "fingerprint" : "d721be8ee7b11125fe259dc7204551c121461218977cdf215a7d2a36bb40aa6a", "source" : "taleo", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=80471", "externalId" : "80471", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "experienceMinYears" : 0, "experienceMaxYears" : 2, 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"intermediate" }, { "name" : "report to work dressed appropriately", "level" : "intermediate" }, { "name" : "High School Diploma or GED equivalent", "level" : "intermediate" }, { "name" : "48 accredited college credits", "level" : "intermediate" }, { "name" : "transcript", "level" : "intermediate" }, { "name" : "state approved assessment", "level" : "intermediate" }, { "name" : "in service", "level" : "intermediate" }, { "name" : "training or course work in first aide", "level" : "intermediate" }, { "name" : "symptoms of child abuse", "level" : "intermediate" }, { "name" : "symptoms and signs of illness", "level" : "intermediate" } ], "softSkills" : [ { "name" : "effective teaming skills, collaboration, conflict resolution, communication, team player, professional manner, positive attitude, good judgment, professionalism, confidentiality, tact and diplomacy, friendly, professional manner, quick, responsive customer service" } ], "majorSkills" : "instructional assistance, student behavior management, IEP development and implementation, communication, team collaboration", "majorSkillsList" : [ "instructional assistance, student behavior management, IEP development and implementation, communication, team collaboration" ], "coreResponsibilities" : "Assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction.", "teamCollaboration" : "Participates in effective teaming skills, collaboration, conflict resolution and communication. Develops and maintains a professional rapport with classroom teacher and other staff. Interrelations: Contact with personnel within the district and with customers and vendors. Will be working under the direct supervision of the department supervisor in order to complete day to day tasks. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service.", "toolProficiency" : [ "SMART boards, iPads, computers, copiers, scanners, fax machine" ], "communicationSkills" : "oral communication; written communication; verbal communication; written communication", "documentationSkills" : "record keeping; documenting occurrences", "continuousLearning" : "Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.)", "problemSolvingSkills" : "conflict resolution; assessing crisis situations; intervening to defuse situations; make decisions", "specialRequirements" : "Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique. Be able to lift, carry, push and pull up to 20 pounds.", "outcomesObjectives" : "Provides feedback to students and teachers. Assists students through the use of questioning and discussion techniques. Assists with student engagement with the curriculum. Assists students with self-advocacy. Assists students in using technology. Assists the teacher with the designing of instruction and follow through. Assists the teacher in the development and implementation of the Individual Education Plan (IEP).", "qualificationsBasic" : "High School Diploma or GED equivalent required. Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment.", "qualificationsPreferred" : "Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills. Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence at Samuel E Spaght Science and Communications Magnet Elementary School. Skills: instructional assistance, student behavior management, IEP development and implementation, communication, team collaboration. Assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. 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Glenn", "67217" ], "timestamp" : "2026-06-16T00:38:19.015", "fingerprint" : "71682d8ba3721a8c3a2f65c46531b6217d36b17f7cb4aab19f515de41d8e258e", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=61812", "externalId" : "61812", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavioral intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit clear written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in development of IEP, Assist in implementation of IEP, Demonstrate knowledge of district resources, Assist with planning community instruction, Assist with implementation of community instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Organize work, Make decisions, Prioritize work, Respond to demands, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. 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Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). Skills: Special education assistance, Behavioral intervention, Student integration. Supervise students in class. 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"Prioritizing work", "Professional manner", "Positive attitude", "Good judgment", "Professional dress", "Professional appearance", "Customer service", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "NCI (Nonviolent Crisis Intervention)", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 50, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31efd", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry-level Para Special Education High Incidence position in South High School, United States, adjusted for part-time employment." }, "location" : "South High School", "locations" : [ "South High School", "701 W. 33rd S.", "67217" ], "timestamp" : "2026-06-16T01:53:16.877", "fingerprint" : "ef88f13abdfd8e3108fc5ae19dd33bb1cb5fabef20418153d7e2983aba2cdb84", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98173", "externalId" : "98173", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Setup classroom for instruction, Integrate technology into classroom, Participate in effective teaming, Provide individual instruction, Provide group instruction, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Demonstrate knowledge of district resources, Plan community based instruction, Implement community based instruction, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Make decisions, Prioritize assignments, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Child development; Language acquisition; Individual Education Plan", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "child-development", "language-acquisition", "individual-education-plan" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Child development", "Language acquisition", "Individual Education Plan" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "In-service training", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina, Travel between buildings, Travel to central offices, Physical restraint technique", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or state approved assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, Knowledge of other special skills, In service training in first aide, In service training in symptoms of child abuse, In service training in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:42:36.727", "lastUpdated" : "2026-06-16T01:53:16.877", "ingestTimestamp" : "2026-06-14T20:42:36.727", "mongoId" : "69fd35614c40e2acd1b31efd", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Child development", "Language acquisition", "Individual Education Plan", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 16, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a2598df74d8ee00a01a418e", "title" : "Para Special Education High Incidence (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education High Incidence position in Mayberry, United States, adjusted for part-time employment." }, "location" : "Mayberry Cultural and Fine Arts Magnet Middle School", "locations" : [ "Mayberry Cultural and Fine Arts Magnet Middle School", "207 S. Sheridan", "67213" ], "timestamp" : "2026-06-16T07:06:38.309", "fingerprint" : "697a661e526307097cf8b9d5ee2b80ee459a37166063708a939d38e560428757", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=101496", "externalId" : "101496", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Mayberry", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.6406559,-77.0994270" } ], "locationText" : "Mayberry, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication with students", "Communication with parents", "Academic instruction", "Teaming skills", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "Self-advocacy", "Child development", "Language acquisition", "Instructional design", "IEP development", "IEP implementation", "District resources knowledge", "Community based instruction", "Confidentiality of information", "Professional rapport", "Sensitivity to needs", "Prioritize work", "Organize work", "Make decisions", "Professional manner", "Positive attitude", "Use good judgment", "Conform to standards", "Professional appearance", "Customer service", "Handle all situations", "Tact and diplomacy", "Friendly interaction", "Professional interaction", "Quick customer service", "Responsive customer service" ], "hardSkillsList" : [ "Integration of technology", "Charting student behavior", "Physical restraint technique", "Basic needs assistance", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Integration of technology", "level" : "intermediate" }, { "name" : "Charting student behavior", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Basic needs assistance", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Assist in implementing student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in IEP development, Assist in IEP implementation, Plan community based instruction, Implement community based instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration with staff; Collaboration with teachers; Collaboration with administrators; Collaboration with support staff; Collaboration with parents", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Special education; Individual Education Plan; Child development; Language acquisition; Medical needs assistance; School nurse supervision", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "special-education", "individual-education-plan", "child-development", "language-acquisition", "medical-needs-assistance", "school-nurse-supervision" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Special 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Travel between assignments, Direct supervision of school nurse", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Special skills training, In service in first aide, In service in symptoms of child abuse, In service in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year). 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. 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Cypress", "67207" ], "timestamp" : "2026-06-16T04:41:23.596", "fingerprint" : "c9520fa53263ad605858234ee77f94025c307bb26efe54ae5bc6e15c2a8b80fb", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=82571", "externalId" : "82571", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Behavioral intervention, Student support", "majorSkillsList" : [ "Special education", "Behavioral intervention", "Student support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect student behavior, Assess crisis situations, Defuse crisis situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist with regular education students, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear communication, Exhibit expressive communication, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Demonstrate knowledge of district resources, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist students from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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Broadview Cir", "67220" ], "timestamp" : "2026-06-16T01:54:49.006", "fingerprint" : "e3792a89fe4bb5e490f1456541db26137414c014d5617b41ede96e99915a2b83", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=99093", "externalId" : "99093", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Dean Ray Stucky Middle School", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "39.7837304,-100.4458820" } ], "locationText" : "Dean Ray Stucky Middle School, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Positive self-esteem development", "Classroom setup", "Technology integration", "Teaming skills", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "Self-advocacy", "Child development", "Language acquisition", "Community based instruction", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Flexibility", "Responsiveness" ], "hardSkillsList" : [ "Physical restraint technique" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Defuse crisis situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from areas, Assist in physical classroom setup, Assist in technology integration, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with instruction follow through, Assist with IEP development, Assist with IEP implementation, Demonstrate knowledge of district resources, Assist with community based instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in student discipline, Prioritize work, Organize work, Make decisions, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel between buildings, Assist in caring for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration with support staff; Collaboration with parents; Collaboration with teachers; Collaboration with administrators", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP)", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Acquire 20 hours in-service annually", "problemSolvingSkills" : "Crisis intervention; Conflict resolution", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Travel between buildings, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist students to and from buses", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, First aid training, Child abuse symptoms training, Illness symptoms training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Specifics: This position is offered at 0.75 FTE and works 30 hours per week. Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year). 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Glenn", "67217" ], "timestamp" : "2026-06-16T00:46:59.417", "fingerprint" : "e1fc744050578e25d853ea1ee436fc9e9818d45181356eee849720fd75764274", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95993", "externalId" : "95993", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavioral intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in development of IEP, Assist in implementation of IEP, Demonstrate knowledge of district resources, Assist with planning community instruction, Assist with implementation of community instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Organize work, Make decisions, Prioritize work, Respond to demands, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with staff; Working with diverse population; Friendly customer service; Responsive customer service", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP); Child development; Language acquisition; Regular education classroom integration", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep", "child-development", "language-acquisition", "regular-education-classroom-integration" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "Child development", "Language acquisition", "Regular education classroom integration" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). 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Douglas", "67211" ], "timestamp" : "2026-06-15T22:39:50.091", "fingerprint" : "3f44fac4a67bc5b93041ac6417a0d96f3da216faf48669a424edda3bd9c6a48c", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100896", "externalId" : "100896", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Conflict resolution", "Child development", "Language acquisition", "Self-advocacy", "District resource knowledge", "Community instruction", "Confidentiality", "Professional rapport", "Decision making", "Prioritization", "Organization" ], "hardSkillsList" : [ "Academic instruction", "Technology integration", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "IEP development", "IEP implementation", "Community based instruction", "Medical needs care", "Basic needs assistance", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Technology integration", "level" : "intermediate" }, { "name" : "Individual instruction", "level" : "intermediate" }, { "name" : "Group instruction", "level" : "intermediate" }, { "name" : "Questioning techniques", "level" : "intermediate" }, { "name" : "Discussion techniques", "level" : "intermediate" }, { "name" : "Student engagement", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Community based instruction", "level" : "intermediate" }, { "name" : "Medical needs care", "level" : "intermediate" }, { "name" : "Basic needs assistance", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Behavioral intervention, Student support", "majorSkillsList" : [ "Special education assistance", "Behavioral intervention", "Student support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Implement interventions to redirect behavior, Assess crisis situations, Defuse crisis situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist teacher with instruction design, Assist with IEP development, Assist with IEP implementation, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in student discipline, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Assist students to and from buses, Assist drivers until departure, Transport students, Accept travel between buildings, Accept travel between assignments, Care for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Support staff; Classroom teacher; Other staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic skills instruction; Adaptive behavior skills; Special education students; Regular education students; Individual Education Plan; Community based instruction; Child development; Language acquisition; Regular education classroom integration; Nonviolent Crisis Intervention", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-skills-instruction", "adaptive-behavior-skills", "special-education-students", "regular-education-students", "individual-education-plan", "community-based-instruction", "child-development", "language-acquisition", "regular-education-classroom-integration", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic skills instruction", "Adaptive behavior skills", "Special education students", "Regular education students", "Individual Education Plan", "Community based instruction", "Child development", "Language acquisition", "Regular education classroom integration", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Letter communication; Phone communication; Email communication; Fax communication; Personal contact", "documentationSkills" : "Record keeping; Document occurrences", "continuousLearning" : "Acquires minimum 20 hours in-service annually; Acquires minimum 10 in-service hours after 3 years", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Intervenes to defuse situations; Make decisions; Prioritize work; Respond to demands", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Travel between buildings, Travel between assignments", "qualificationsBasic" : "48 accredited college credits or pass state assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. 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Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year). 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Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. 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Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. 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Bluff", "67218" ], "timestamp" : "2026-06-15T09:58:17.496", "fingerprint" : "5076e19ee027e20717e64994d85680412ca7e908e40e190696adcfc1855be76f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=23949", "externalId" : "23949", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Physical setup", "Community based instruction", "Medical needs", "Self-care", "Hygiene", "Feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "softSkillsList" : [ "Teaming skills", "Conflict resolution", "Effective teaming", "Decision making", "Professional manner", "Good judgment", "Confidentiality", "Sensitivity", "Diplomacy", "Customer service" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Physical setup", "level" : "intermediate" }, { "name" : "Community based instruction", "level" : "intermediate" }, { "name" : "Medical needs", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Teaming skills" }, { "name" : "Conflict resolution" }, { "name" : "Effective teaming" }, { "name" : "Decision making" }, { "name" : "Professional manner" }, { "name" : "Good judgment" }, { "name" : "Confidentiality" }, { "name" : "Sensitivity" }, { "name" : "Diplomacy" }, { "name" : "Customer service" } ], "majorSkills" : "Special education, Instructional assistance, Behavior management", "majorSkillsList" : [ "Special education", "Instructional assistance", "Behavior management" ], "teamCollaboration" : "Effective teaming skills; 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student’s medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259’s guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. 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Osage", "67213" ], "timestamp" : "2026-06-15T09:27:49.536", "fingerprint" : "331f6805818e1e6c3005ce938b38d3a327144f82990ecd808c4ffc38c9a75469", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=96473", "externalId" : "96473", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Conflict resolution", "Teaming skills", "Collaboration", "Communication" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Self-advocacy", "Physical restraint technique" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Self-advocacy", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student behavior management, Instructional assistance", "majorSkillsList" : [ "Special education support", "Student behavior management", "Instructional assistance" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Defuse crisis situations, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students using technology, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist drivers, Transport students, Travel between buildings, Care for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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Written communication; Letter communication; Phone communication; Email communication; Fax communication; Personal contact", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Respond to demands", "specialRequirements" : "Work in various weather, React immediately to emergency, Use physical restraint, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina for full day, Travel between buildings, Travel to central offices", "qualificationsBasic" : "High School Diploma or GED, 48 college credits or pass assessment, Knowledge of sign language modalities, Knowledge of Braille, NCI certification, First aid training, Child abuse symptoms training, Illness symptoms training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. 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Governeour", "67206" ], "timestamp" : "2026-06-15T09:38:42.771", "fingerprint" : "a98df049b55f317ae1691421aac61e76a4c739f8fefb088454468804298fe6a5", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88333", "externalId" : "88333", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Collaboration", "Conflict resolution", "Communication", "Instruction design", "IEP development", "District resource knowledge", "Community instruction planning", "Confidentiality", "Professional rapport", "Sensitivity to needs", "Prioritization", "Organization", "Flexibility", "Responsiveness", "Decision making", "Prioritize work" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Physical restraint technique" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student behavior management, Instructional assistance", "majorSkillsList" : [ "Special education support", "Student behavior management", "Instructional assistance" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear communication, Assist with child development, Assist with language acquisition, Assist students into regular education, Assist with designing instruction, Assist with IEP development, Plan community based instruction, Maintain confidentiality, Model appropriate behavior, Develop professional rapport, Demonstrate sensitivity, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, Prioritize and organize work, Be flexible and responsive, Participate in staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist drivers until departure, Assist in transportation of students, Accept responsibility for travel, Care for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). 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Broadview Cir", "67220" ], "timestamp" : "2026-06-15T05:02:29.356", "fingerprint" : "378cf6fc684a78ab0627096890cc9eff87b3f85310ebcb453b7eb347ff28d78f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=99582", "externalId" : "99582", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Collaboration", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Curriculum engagement", "Self-advocacy", "Child development", "Language acquisition", "Instructional design", "IEP development", "Community based instruction", "Confidentiality", "Professional rapport", "Sensitivity", "Prioritization", "Organization", "Flexibility", "Responsiveness", "Decision making", "Diplomacy", "Customer service" ], "hardSkillsList" : [ "Crisis intervention", "Physical setup", "Technology integration", "Positive self-esteem", "Academic instruction", "Physical restraint technique", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Crisis intervention", "level" : "intermediate" }, { "name" : "Physical setup", "level" : "intermediate" }, { "name" : "Technology integration", "level" : "intermediate" }, { "name" : "Positive self-esteem", "level" : "intermediate" }, { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education, Student behavior, Instructional assistance", "majorSkillsList" : [ "Special education", "Student behavior", "Instructional assistance" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback, Develop positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from areas, Facilitate integration efforts, Assist with physical setup, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with instruction follow through, Assist in IEP development, Assist in IEP implementation, Demonstrate knowledge of district resources, Assist with community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. 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Galena - Suite 373", "67216" ], "timestamp" : "2026-06-15T08:25:30.675", "fingerprint" : "19097526666c2584c70daaf3de8038d4e13919970fc1a5d2c1a163a1dcbfc995", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95854", "externalId" : "95854", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wells", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "40.7013353,-85.2116102" } ], "locationText" : "Wells, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Collaboration", "Conflict resolution", "Communication", "Instruction design", "IEP development", "Community based instruction", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Flexibility", "Responsiveness", "Customer service" ], "hardSkillsList" : [ "Academic instruction", "Positive self-esteem development", "Student integration", "Child development", "Language acquisition", "Self-advocacy", "Medical needs care", "Basic needs care", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Positive self-esteem development", "level" : "intermediate" }, { "name" : "Student integration", "level" : "intermediate" }, { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Self-advocacy", "level" : "intermediate" }, { "name" : "Medical needs care", "level" : "intermediate" }, { "name" : "Basic needs care", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist students with self-advocacy, Assist students in using technology, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop IEP, Implement IEP, Plan community based instruction, Implement community based instruction, Maintain confidentiality, Model appropriate behavior, Develop professional rapport, Demonstrate sensitivity, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Assist students to buses, Assist drivers, Accept travel responsibility, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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Written communication; Letter communication; Phone communication; Email communication; Fax communication; Personal contact", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work; Respond to demands", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Travel between buildings, Travel between assignments, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "48 accredited college credits or state approved assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Special skills training, First aid training, Child abuse symptoms training, Illness symptoms training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year). 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Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2026-2027 School Year)", "createdAt" : "2026-06-14T03:00:57.342", "lastUpdated" : "2026-06-15T04:56:26.994", "ingestTimestamp" : "2026-06-14T03:00:57.342", "mongoId" : "6a1688f458b93c861eafcef6", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a194d2f58b93c861e46d435", "title" : "Para Special Education Low Incidence", "company" : "Levy Special Education Center", "location" : "Levy Special Education Center", "locations" : [ "Levy Special Education Center", "400 N. Woodchuck", "67212" ], "certifications" : [ "NCI (Nonviolent Crisis Intervention)" ], "timestamp" : "2026-06-15T13:57:24.574", "fingerprint" : "f7ea263f3eab6fc5c8de89ae10bf27b71bbc104d03ab277a242fa9bd249376e7", "source" : "taleo", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100455", "externalId" : "100455", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Levy Special Education Center", "workMode" : "onsite" } ], "locationText" : "Levy Special Education Center", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "experienceMinYears" : 0, "experienceMaxYears" : 2, "experienceLevel" : "Entry", "technicalSkills" : "SMART boards, iPads, computers, copiers, scanners, fax machine", "professionalSkills" : [ "Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above. Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them." ], "hardSkillsList" : [ "physical setup of the classroom", "implementing student behavior plan", "assisting students with basic needs", "toileting", "diapering", "dressing", "physical transfers", "tube feeding", "typing skills", "interline all Braille material", "physical restraint technique" ], "softSkillsList" : [ "collaboration, conflict resolution, communication, professional manner, positive attitude, professional dress and appearance, tact and diplomacy, friendly, positive attitude, responsive customer service" ], "hardSkills" : [ { "name" : "physical setup of the classroom", "level" : "intermediate" }, { "name" : "implementing student behavior plan", "level" : "intermediate" }, { "name" : "assisting students with basic needs", "level" : "intermediate" }, { "name" : "toileting", "level" : "intermediate" }, { "name" : "diapering", "level" : "intermediate" }, { "name" : "dressing", "level" : "intermediate" }, { "name" : "physical transfers", "level" : "intermediate" }, { "name" : "tube feeding", "level" : "intermediate" }, { "name" : "typing skills", "level" : "intermediate" }, { "name" : "interline all Braille material", "level" : "intermediate" }, { "name" : "physical restraint technique", "level" : "intermediate" } ], "softSkills" : [ { "name" : "collaboration, conflict resolution, communication, professional manner, positive attitude, professional dress and appearance, tact and diplomacy, friendly, positive attitude, responsive customer service" } ], "majorSkills" : "assisting students, classroom management, behavior intervention, communication, physical assistance", "majorSkillsList" : [ "assisting students, classroom management, behavior intervention, communication, physical assistance" ], "coreResponsibilities" : "Assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Supervises students in class setting. Assists in managing classroom routines and procedures. Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student. Assists the teacher by supervising school activities on or off campus. Assists in the implementing of student behavior plan. Assists students to and from assigned areas within the building to facilitate integration efforts. Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities. Assists in the integration of technology into the classroom. Uses a slate and/or stylus or have a willingness to learn these skills. Assists students in using low vision equipment. Assists students with adaptive magnifying equipment. Participates in effective teaming skills, collaboration, conflict resolution and communication. Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher. Is assigned to a regular classroom program where special education students are assigned. Provides feedback to students and teachers. Assists students through the use of questioning and discussion techniques. Assists with student engagement with the curriculum. Assists students with the integration into regular education classroom. Evaluates student progress on work assignments and shares information with teacher. Assists the teacher with the designing and/or planning of instruction and follow through. Assists with scoring tests, keeping records and making reports as required by the teacher. Demonstrates knowledge of district resources. Prepares instructional materials and/or learning centers. Assists in the planning for the Individual Education Plan (IEP). Maintains high level of confidentiality of information regarding students and staff information and issues. Models appropriate behavior for students. Develops and maintains a professional rapport with classroom teacher and other staff. Demonstrates sensitivity to the needs of students, staff, and parents. Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher. Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize. Attend sand participates in staff meetings, PLCs and parent conferences as required. Assists students to and from buses and assisting the drivers until departure time. Assists in the transportation of students. Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional. Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers. Possesses the manual dexterity, physical ability and stamina for a full day of physical activity. Assists and supervise students to and from assigned areas. Demonstrates typing skills. Demonstrates the ability to interline all Braille material for tests and daily lessons. Assists with additional duties as assigned by supervisor.", "teamCollaboration" : "Participates in effective teaming skills, collaboration, conflict resolution and communication. Develops and maintains a professional rapport with classroom teacher and other staff. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service.", "toolProficiency" : [ "SMART boards, iPads, computers, copiers, scanners, fax machine" ], "communicationSkills" : "verbal; written", "documentationSkills" : "record keeping; documentation", "continuousLearning" : "Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.)", "problemSolvingSkills" : "problem solving skills", "specialRequirements" : "Be able to work in various weather conditions. Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique. Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead. Possess the manual dexterity, physical ability and stamina for a full day of physical activity. Be able to see and hear well. Be able to lift, carry, push and pull up to 50. Be able to lift and carry up to 100 pounds with assistance. Be able to demonstrate good finger dexterity. Extensive knowledge and practice setting up structured environments.", "outcomesObjectives" : "Assists in the integration of technology into the classroom. Assists students in using low vision equipment. Assists students with adaptive magnifying equipment. Assists students with the integration into regular education classroom. Evaluates student progress on work assignments and shares information with teacher. Assists the teacher with the designing and/or planning of instruction and follow through. Assists with scoring tests, keeping records and making reports as required by the teacher. Prepares instructional materials and/or learning centers. Assists in the planning for the Individual Education Plan (IEP).", "qualificationsBasic" : "High School Diploma or GED equivalent required. Must pass the Physical Capacity Test (PCP). Requires in-service, training or course work in", "qualificationsPreferred" : "Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment. Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence at Levy Special Education Center. 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Instructional Assistance, Communication, Crisis Intervention" ], "coreResponsibilities" : "Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents.", "teamCollaboration" : "Participates in effective teaming skills, collaboration, conflict resolution and communication. Develops and maintains a professional rapport with classroom teacher and other staff. Ability to perform as an effective team player. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service.", "projectManagementSkills" : [ "plan", "organize", "make decisions", "prioritize work" ], "toolProficiency" : [ "SMART boards, iPads, computers, copiers, scanners, fax machine" ], "communicationSkills" : "verbal; written; letter; phone; e-mail; fax; personal contact", "documentationSkills" : "record keeping; documentation; charts student behavior; making reports", "continuousLearning" : "Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.)", "problemSolvingSkills" : "proficient problem solving skills; assesses crisis situations and intervenes to defuse situations; conflict resolution; good judgment; make decisions on recurring assignments", "specialRequirements" : "Must always comply with USD 259's guidelines for equipment use. Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique. Possess the manual dexterity, physical ability and stamina for a full day of physical activity. Be able to lift and carry up to 100 pounds with assistance.", "outcomesObjectives" : "Assists in the planning for the Individual Education Plan (IEP). Evaluates student progress on work assignments and shares information with teacher. Assists the teacher with the designing and/or planning of instruction and follow through.", "qualificationsBasic" : "High School Diploma or GED equivalent required. Must pass the Physical Capacity Test (PCP).", "qualificationsPreferred" : "Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment. Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence at Pleasant Valley Middle School. 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Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Sped High Incidence. Skills: Instructional assistance, Behavior management, Student support. Supervise students in class. 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Sped High Incidence", "createdAt" : "2026-06-14T21:52:38.595", "lastUpdated" : "2026-06-15T22:28:47.584", "ingestTimestamp" : "2026-06-14T21:52:38.595", "mongoId" : "69fd35614c40e2acd1b31eb6", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "hasSalary" : false, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.44444445, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827106", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level, part-time Special Education Paraeducator roles in Wichita, KS, adjusted for the education industry." }, "location" : "Allison Traditional Magnet Middle School", "locations" : [ "Allison Traditional Magnet Middle School", "221 S. Seneca", "67213" ], "timestamp" : "2026-06-15T23:56:20.589", "fingerprint" : "3b0b0bb29bf2987d5da2d2c032e8a3bc814cfa8a4abe66a9d48d391b0aa90977", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88953", "externalId" : "88953", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Effective teaming", "Conflict resolution", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille interlining" ], "hardSkillsList" : [ "Physical dexterity", "Physical stamina", "Manual dexterity", "Physical ability" ], "hardSkills" : [ { "name" : "Physical dexterity", "level" : "intermediate" }, { "name" : "Physical stamina", "level" : "intermediate" }, { "name" : "Manual dexterity", "level" : "intermediate" }, { "name" : "Physical ability", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in managing classroom procedures, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities off campus, Supervise school activities on campus, Implement student behavior plans, Assist students to and from assigned areas, Facilitate integration efforts, Assist in physical setup of classroom, Assist with technology integration, Use low vision equipment, Assist students using low vision equipment, Use adaptive magnifying equipment, Assist students using adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Provide instruction to regular education students, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share student progress information, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Score tests, Keep records, Make reports, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning for IEP, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist and supervise students, Demonstrate typing skills, Demonstrate ability to interline Braille, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Physical activity, Limited travel between schools, Limited travel to central offices, Comply with equipment use guidelines", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass assessment, Pass the Physical Capacity Test (PCP), In-service in first aide, In-service in symptoms of child abuse, In-service in signs of illness, Knowledge of sign language modalities, Literacy of Braille, Literacy of NCI, Literacy of other special skills", "qualificationsPreferred" : "Knowledge of low vision equipment, Knowledge of adaptive magnifying equipment", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). 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Professional rapport with staff; Work with diverse population; Respond to customer needs; Interact with colleagues", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Special education students; Regular education students; District resources; Community based instruction; Medical needs; School nurse supervision; Physical restraint technique", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "special-education-students", "regular-education-students", "district-resources", "community-based-instruction", "medical-needs", "school-nurse-supervision", "physical-restraint-technique" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Special education students", "Regular education students", "District resources", "Community based instruction", "Medical needs", "School nurse supervision", "Physical restraint technique" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; 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Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Sped High Incidence. Skills: Student behavior management, Instructional assistance, IEP implementation. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T02:54:41.451", "lastUpdated" : "2026-06-15T12:01:20.153", "ingestTimestamp" : "2026-06-14T02:54:41.451", "mongoId" : "69fd35614c40e2acd1b31ebb", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "hasSalary" : false, "allSkills" : [ "Academic instruction", "Child development", "Language acquisition", "Student behavior management", "Instructional assistance", "IEP implementation", "Record keeping", "Behavior management", "Crisis intervention", "Conflict resolution", "Teaming skills", "Collaboration", "Communication", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Special education students", "Regular education students", "District resources", "Community based instruction", "Medical needs", "School nurse supervision", "Physical restraint technique", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 31, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d588271c0", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level, part-time Special Education Paraeducator roles in the United States, adjusted for the specific location and industry." }, "location" : "Benton Elementary School", "locations" : [ "Benton Elementary School", "338 S. Woodchuck Lane", "67209" ], "certifications" : [ "First aide", "Symptoms of child abuse", "Symptoms and signs of illness" ], "timestamp" : "2026-06-16T05:32:46.443", "fingerprint" : "a698e2205cc5814ab4c0548fdd5343597d62a0f7e2e4e4db9a3f94b00864c306", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=42113", "externalId" : "42113", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Positive self-esteem development", "Physical setup", "Technology integration", "Effective teaming", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "Student progress evaluation", "Instruction planning", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Work prioritization", "Professional manner", "Positive attitude", "Good judgment", "Professionalism", "Confidentiality", "Customer service" ], "hardSkillsList" : [ "Typing skills", "Braille interlining", "Physical activity stamina", "Manual dexterity", "Physical ability", "Physical restraint technique" ], "softSkillsList" : [ "Diplomacy" ], "hardSkills" : [ { "name" : "Typing skills", "level" : "intermediate" }, { "name" : "Braille interlining", "level" : "intermediate" }, { "name" : "Physical activity stamina", "level" : "intermediate" }, { "name" : "Manual dexterity", "level" : "intermediate" }, { "name" : "Physical ability", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Diplomacy" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical classroom setup, Assist in technology integration, Use slate and/or stylus, Assist students with low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share information with teacher, Assist with instruction planning, Assist with instruction design, Score tests, Keep records, Make reports, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in IEP planning, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in student discipline, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist and supervise students, Demonstrate typing skills, Demonstrate ability to interline Braille, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with teacher; Rapport with other staff; Working with diverse population; Tact and diplomacy; Friendly, professional manner; Quick, responsive service", "domainKnowledge" : "Special education; Low incidence disabilities; Individual Education Plan (IEP); Sign language modalities; Braille; NCI (Nonviolent Crisis Intervention)", "domainList" : [ "special-education", "low-incidence-disabilities", "individual-education-plan-iep", "sign-language-modalities", "braille", "nci-nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "NCI (Nonviolent Crisis Intervention)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Documenting occurrences; Charting student behavior; Making reports", "continuousLearning" : "Minimum 20 hours in-service annually; Minimum 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Conflict resolution; Make decisions; Use good judgment", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Limited travel between schools, Limited travel to central offices", "qualificationsBasic" : "48 accredited college credits or pass state assessment, Pass Physical Capacity Test (PCP), In-service/training in first aide, In-service/training in symptoms of child abuse, In-service/training in symptoms/signs of illness, Knowledge of sign language modalities, Literacy of Braille, Knowledge of NCI, Knowledge of other special skills, Ability to conform to proper standards of professional dress", "qualificationsPreferred" : "Minimum of 48 accredited college credits verifiable with transcript", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education assistance, Student behavior management, Instructional support. Supervise students in class. Assist in managing classroom routines", "createdAt" : "2026-06-14T20:45:11.991", "lastUpdated" : "2026-06-16T05:32:46.443", "ingestTimestamp" : "2026-06-14T20:45:11.991", "mongoId" : "6949b14570f0b99d588271c0", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Typing skills", "Braille interlining", "Physical activity stamina", "Manual dexterity", "Physical ability", "Physical restraint technique", "Diplomacy", "Special education assistance", "Student behavior management", "Instructional support", "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Positive self-esteem development", "Physical setup", "Technology integration", "Effective teaming", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "Student progress evaluation", "Instruction planning", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Work prioritization", "Professional manner", "Positive attitude", "Good judgment", "Professionalism", "Customer service", "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "NCI (Nonviolent Crisis Intervention)", "First aide", "Symptoms of child abuse", "Symptoms and signs of illness", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 55, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882711a", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education Low Incidence position in Curtis Middle School, United States, adjusted for part-time employment." }, "location" : "Curtis Middle School", "locations" : [ "Curtis Middle School", "1031 S. Edgemoor", "67218" ], "timestamp" : "2026-06-16T04:59:16.482", "fingerprint" : "72fb2c547879eb8820ba8579066ca1f36506e9287a08a9cb7f3019f34bab6bd7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88393", "externalId" : "88393", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional planning", "Material preparation", "Learning centers", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making" ], "hardSkillsList" : [ "Physical activity", "Physical transfers", "Tube feeding", "Self-care", "Hygiene", "Toileting", "Diapering", "Dressing", "Medical needs care" ], "softSkillsList" : [ "Conflict resolution" ], "hardSkills" : [ { "name" : "Physical activity", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Medical needs care", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Conflict resolution" } ], "majorSkills" : "Special education, Instructional assistance, Behavioral intervention", "majorSkillsList" : [ "Special education", "Instructional assistance", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Setup classroom for projects, Setup classroom for activities, Integrate technology into classroom, Assist students using low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share progress information with teacher, Assist with designing instruction, Assist with planning instruction, Follow through on instruction, Score tests, Keep records, Make reports as required, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning IEP, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Care for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Supervise students to assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration with staff; Collaboration with teacher; Collaboration with support staff; Collaboration with parents; Collaboration with students", "domainKnowledge" : "Special education; Low vision equipment; Adaptive magnifying equipment; Braille; Sign language modalities; Nonviolent Crisis Intervention", "domainList" : [ "special-education", "low-vision-equipment", "adaptive-magnifying-equipment", "braille", "sign-language-modalities", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Document occurrences; Chart student behavior; Make reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required after 3 years", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Defuse situations; Make decisions", "specialRequirements" : "Manual dexterity, Physical ability, Physical stamina, Full day physical activity, Work in various weather, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Conform to professional dress, Conform to professional appearance", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment, Pass Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in symptoms of illness, Knowledge of sign language modalities, Literacy of Braille, Knowledge of NCI, Literacy of other special skills", "qualificationsPreferred" : "Knowledge of low vision equipment, Knowledge of adaptive magnifying equipment, Typing skills, Ability to interline Braille material", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education, Instructional assistance, Behavioral intervention. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:40:19.199", "lastUpdated" : "2026-06-16T04:59:16.482", "ingestTimestamp" : "2026-06-14T20:40:19.199", "mongoId" : "6949b14570f0b99d5882711a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Physical activity", "Physical transfers", "Tube feeding", "Self-care", "Hygiene", "Toileting", "Diapering", "Dressing", "Medical needs care", "Conflict resolution", "Special education", "Instructional assistance", "Behavioral intervention", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional planning", "Material preparation", "Learning centers", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "Nonviolent Crisis Intervention", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 37, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d588271b4", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 100000.0, "max" : 150000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the entry-level seniority for a Para Special Education Low Incidence role in India, with adjustments for the education industry and part-time employment." }, "location" : "Truesdell Middle School", "locations" : [ "Truesdell Middle School", "2464 S. Glenn", "67217" ], "timestamp" : "2026-06-16T05:19:12.038", "fingerprint" : "a3caa47ebc9ba8722d55b0279db4abd5b5e1370f922c45573b8a90efd9b973f5", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=58591", "externalId" : "58591", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instructional planning", "Material preparation", "Learning centers", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille material interlining" ], "hardSkillsList" : [ "Physical restraint technique", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education, Instructional assistance, Behavior intervention, Student supervision", "majorSkillsList" : [ "Special education", "Instructional assistance", "Behavior intervention", "Student supervision" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Manage classroom procedures, Assist in interventions, Redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Assist with physical classroom setup, Integrate technology into classroom, Use low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Participate in collaboration, Participate in conflict resolution, Participate in communication, Provide individual instruction, Provide group instruction, Provide instruction to regular education students, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning techniques, Assist students with discussion techniques, Assist with student engagement, Assist students with curriculum, Assist students with integration, Evaluate student progress, Share progress information with teacher, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Score tests, Keep records, Make reports as required, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning for IEP, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist students from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Supervise students to assigned areas, Supervise students from assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with staff; Working with diverse population; Handle situations with tact; Handle situations with diplomacy; Interact with colleagues", "domainKnowledge" : "Special education; Individual Education Plan (IEP); Low vision equipment; Adaptive magnifying equipment; Braille; Sign language modalities; NCI (Nonviolent Crisis Intervention)", "domainList" : [ "special-education", "individual-education-plan-iep", "low-vision-equipment", "adaptive-magnifying-equipment", "braille", "sign-language-modalities", "nci-nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan (IEP)", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "NCI (Nonviolent Crisis Intervention)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior; Making reports", "continuousLearning" : "Acquire in-service hours", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Intervene to defuse situations; Make decisions; Use good judgment", "specialRequirements" : "Ability to use slate and/or stylus, Manual dexterity, Physical ability, Stamina for full day, Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Conform to proper standards of professional dress, Conform to proper standards of appearance, Comply with equipment use guidelines", "qualificationsBasic" : "48 accredited college credits or pass state assessment, Pass the Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in symptoms and signs of illness, Knowledge of various sign language modalities, Literacy of various sign language modalities, Knowledge of Braille, Literacy of Braille, Knowledge of NCI, Literacy of NCI, Knowledge of other special skills, Literacy of other special skills", "qualificationsPreferred" : "Minimum of 20 hours of in-service annually, Minimum of 10 in-service hours after 3 years", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education, Instructional assistance, Behavior intervention, Student supervision. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:40:11.109", "lastUpdated" : "2026-06-16T05:19:12.038", "ingestTimestamp" : "2026-06-14T20:40:11.109", "mongoId" : "6949b14570f0b99d588271b4", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "100k-150k", "hasSalary" : false, "allSkills" : [ "Physical restraint technique", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers", "Special education", "Instructional assistance", "Behavior intervention", "Student supervision", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instructional planning", "Material preparation", "Learning centers", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille material interlining", "Individual Education Plan (IEP)", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "NCI (Nonviolent Crisis Intervention)", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 41, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827119", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level Special Education Paraeducators in Wichita, Kansas, adjusted for part-time employment." }, "location" : "Allison Traditional Magnet Middle School", "locations" : [ "Allison Traditional Magnet Middle School", "221 S. Seneca", "67213" ], "timestamp" : "2026-06-16T02:12:14.237", "fingerprint" : "b0b0c21372ee7fde412387d5e322e66f3f4add0b21612db6a9478d7fff6a35cd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88493", "externalId" : "88493", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Physical setup", "Technology integration", "Effective teaming", "Conflict resolution", "Individual instruction", "Group instruction", "Student feedback", "Student engagement", "Student progress evaluation", "Instructional planning", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality maintenance", "Professional rapport development", "Sensitivity to needs", "Prioritization", "Organization", "Decision making", "Work prioritization", "Customer service" ], "hardSkillsList" : [ "Self-care assistance", "Hygiene assistance", "Feeding assistance", "Tube feeding", "Toileting assistance", "Diapering assistance", "Physical transfers" ], "softSkillsList" : [ "Diplomacy" ], "hardSkills" : [ { "name" : "Self-care assistance", "level" : "intermediate" }, { "name" : "Hygiene assistance", "level" : "intermediate" }, { "name" : "Feeding assistance", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting assistance", "level" : "intermediate" }, { "name" : "Diapering assistance", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Diplomacy" } ], "majorSkills" : "Special education assistance, Student behavior management, Crisis intervention, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Crisis intervention", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document student occurrences, Provide feedback for positive self-esteem, Supervise school activities off campus, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in implementing technology, Use low vision equipment, Assist students with magnifying equipment, Participate in teaming skills, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share student progress information, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Assist with scoring tests, Keep records, Make reports, Prepare instructional materials, Prepare learning centers, Assist in IEP planning, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with physical transfers, Supervise students to and from assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with teacher; Rapport with other staff", "domainKnowledge" : "Special education; Low incidence disabilities; Individual Education Plan (IEP); Braille; Sign language modalities; Nonviolent Crisis Intervention (NCI)", "domainList" : [ "special-education", "low-incidence-disabilities", "individual-education-plan-iep", "braille", "sign-language-modalities", "nonviolent-crisis-intervention-nci" ], "domainSpecificKnowledge" : [ "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Braille", "Sign language modalities", "Nonviolent Crisis Intervention (NCI)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Charting student behavior; Making reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required (after 3 years)", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Physical restraint technique use, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Full day physical activity, Limited travel between schools, Travel to central offices, Conform to proper standards of professional dress, Conform to appearance standards", "qualificationsBasic" : "48 accredited college credits or pass assessment, Pass the Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in signs of illness, Knowledge of various sign language modalities, Literacy of various sign language modalities, Braille literacy, NCI (Nonviolent Crisis Intervention) knowledge, Other special skills knowledge", "qualificationsPreferred" : "Typing skills, Ability to interline Braille material", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). 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Lycee", "67226" ], "timestamp" : "2026-06-15T07:05:27.966", "fingerprint" : "d6354d99c65cf00f46875efbe9fe12c7e5b1faf2cd9ec87892934325f14bc069", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=89414", "externalId" : "89414", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "remoteFriendly" : false, "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year)", "createdAt" : "2026-06-14T20:48:25.201", "lastUpdated" : "2026-06-15T07:05:27.966", "ingestTimestamp" : "2026-06-14T20:48:25.201", "mongoId" : "696082060937eae70e9c77c8", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69dde3f62beec4dd3d9a0bbe", "title" : "Para Special Education Low Incidence (2026-2027 School Year)", "industry" : "Education", "location" : "Wilbur Middle School", "locations" : [ "Wilbur Middle School", "340 N. 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Collaboration; Conflict resolution; Communication with staff; Professional rapport with staff", "domainKnowledge" : "Special education; Low vision equipment; Adaptive magnifying equipment; Individual Education Plan (IEP); Sign language modalities; Braille; Nonviolent Crisis Intervention (NCI)", "domainList" : [ "special-education", "low-vision-equipment", "adaptive-magnifying-equipment", "individual-education-plan-iep", "sign-language-modalities", "braille", "nonviolent-crisis-intervention-nci" ], "domainSpecificKnowledge" : [ "Special education", "Low vision equipment", "Adaptive magnifying equipment", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention (NCI)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Ability to use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina for full day, Work in various weather conditions, React immediately to emergency situation, Limited travel between schools, Limited travel to central offices", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or pass state assessment, Pass the Physical Capacity Test (PCP), In-service/training in first aide, In-service/training in symptoms of child abuse, In-service/training in symptoms/signs of illness, Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI (Nonviolent Crisis Intervention), Knowledge of other special skills", "qualificationsPreferred" : "Knowledge of various sign language modalities, Knowledge of Braille, Knowledge of NCI (Nonviolent Crisis Intervention), Knowledge of other special skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) 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Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2026-2027 School Year). 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Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year)", "createdAt" : "2026-06-14T19:46:49.606", "lastUpdated" : "2026-06-16T01:37:13.492", "ingestTimestamp" : "2026-06-14T19:46:49.606", "mongoId" : "6949b14570f0b99d588271bf", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827117", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 300000.0, "max" : 500000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level Special Education Paraeducator in India, adjusted for part-time employment." }, "location" : "Seltzer Elementary School", "locations" : [ "Seltzer Elementary School", "11660 E. Lincoln", "67207" ], "timestamp" : "2026-06-15T06:45:55.606", "fingerprint" : "66a2690af604e8e81d049f3ac0158d1164c9edfafed35d72a6d22b385205676a", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=85251", "externalId" : "85251", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication" ], "hardSkillsList" : [ "Sign language modalities", "Braille literacy", "Nonviolent Crisis Intervention" ], "hardSkills" : [ { "name" : "Sign language modalities", "level" : "intermediate" }, { "name" : "Braille literacy", "level" : "intermediate" }, { "name" : "Nonviolent Crisis Intervention", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student supervision, Behavioral intervention, Instructional assistance", "majorSkillsList" : [ "Special education support", "Student supervision", "Behavioral intervention", "Instructional assistance" ], "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with teacher; Professional rapport with staff", "domainKnowledge" : "Special education; Individual Education Plan; Low vision equipment; Adaptive magnifying equipment; Medical needs; Self-care; Hygiene; Feeding; Toileting; Diapering; Dressing; Physical transfers; Braille material; Daily lessons", "domainList" : [ "special-education", "individual-education-plan", "low-vision-equipment", "adaptive-magnifying-equipment", "medical-needs", "self-care", "hygiene", "feeding", "toileting", "diapering", "dressing", "physical-transfers", "braille-material", "daily-lessons" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan", "Low vision equipment", "Adaptive magnifying equipment", "Medical needs", "Self-care", "Hygiene", "Feeding", "Toileting", "Diapering", "Dressing", "Physical transfers", "Braille material", "Daily lessons" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Document occurrences; Chart student behavior; Keep records; Make reports", "continuousLearning" : "Minimum of 20 hours in-service annually; Minimum of 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work", "specialRequirements" : "Manual dexterity, Physical ability, Stamina for full day, Physical activity, Work in various weather, React immediately to emergency, Use of physical restraint, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Typing skills, Interline Braille material, Limited travel between schools, Travel to central offices, Assist with transportation of students, Caring for student's medical needs, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "Pass the Physical Capacity Test, In-service in first aide, In-service in symptoms of child abuse, In-service in symptoms of illness, In-service in signs of illness, Knowledge of sign language modalities, Literacy of sign language modalities, Knowledge of Braille, Literacy of Braille, Knowledge of NCI, Literacy of NCI, Knowledge of other special skills, Literacy of other special skills, 48 accredited college credits, Pass state approved assessment", "qualificationsPreferred" : "Minimum of 48 accredited college credits, Pass a state approved assessment", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education support, Student supervision, Behavioral intervention, Instructional assistance", "createdAt" : "2026-06-14T09:29:20.166", "lastUpdated" : "2026-06-15T06:45:55.606", "ingestTimestamp" : "2026-06-14T09:29:20.166", "mongoId" : "6949b14570f0b99d58827117", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "200k+", "hasSalary" : false, "allSkills" : [ "Sign language modalities", "Braille literacy", "Nonviolent Crisis Intervention", "Special education support", "Student supervision", "Behavioral intervention", "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Special education", "Individual Education Plan", "Low vision equipment", "Adaptive magnifying equipment", "Medical needs", "Self-care", "Hygiene", "Feeding", "Toileting", "Diapering", "Dressing", "Physical transfers", "Braille material", "Daily lessons", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 31, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882717b", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "market baseline, seniority tier, and key adjustments" }, "location" : "McCollom Elementary School", "locations" : [ "McCollom Elementary School", "1201 Waddington", "67212" ], "timestamp" : "2026-06-15T06:53:32.760", "fingerprint" : "875e2a1f4d0784740671e9753c610feb9e8cd9cba0cd350d23f55badce0b6bed", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=81591", "externalId" : "81591", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Kansas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instruction", "Student engagement", "Student progress", "Instructional planning", "Material preparation", "Confidentiality", "Professional rapport", "Sensitivity", "Prioritization", "Organization", "Decision making", "Professional manner", "Positive attitude", "Good judgment", "Professionalism", "Confidentiality", "Customer service" ], "hardSkillsList" : [ "Low vision equipment", "Adaptive magnifying equipment", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention", "Typing skills", "Braille material interlining", "First aid", "Child abuse symptoms", "Illness symptoms" ], "hardSkills" : [ { "name" : "Low vision equipment", "level" : "intermediate" }, { "name" : "Adaptive magnifying equipment", "level" : "intermediate" }, { "name" : "Sign language modalities", "level" : "intermediate" }, { "name" : "Braille", "level" : "intermediate" }, { "name" : "Nonviolent Crisis Intervention", "level" : "intermediate" }, { "name" : "Typing skills", "level" : "intermediate" }, { "name" : "Braille material interlining", "level" : "intermediate" }, { "name" : "First aid", "level" : "intermediate" }, { "name" : "Child abuse symptoms", "level" : "intermediate" }, { "name" : "Illness symptoms", "level" : "intermediate" } ], "coreResponsibilities" : "Supervise students in class, Assist in managing routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback, Develop positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Assist in physical setup, Integrate technology into classroom, Use low vision equipment, Assist students with magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom, Provide feedback to students, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share information with teacher, Assist with designing instruction, Assist with planning instruction, Follow through on instruction, Assist with scoring tests, Keep records, Make reports, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning IEP, Maintain confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, Prioritize work, Organize work, Make decisions, Meet daily demands, Exhibit professional manner, Exhibit positive attitude, Use good judgment, Make decisions on assignments, Display professionalism, Display confidentiality, Conform to professional dress, Conform to professional appearance, Understand company mission, Understand company purpose, Understand company goals, Respond appropriately to customer needs, Maintain positive attitude with colleagues, Interact with customers, Interact with colleagues, Provide quick customer service, Provide responsive customer service, Perform assigned duties, Work scheduled hours, Receive approved leave, Obtain prior approval for deviations, Report to work dressed appropriately, Assist students to buses, Assist students from buses, Assist drivers until departure, Assist in transportation of students, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist and supervise students, Assist students to assigned areas, Assist students from assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with staff; Staff meetings; PLCs; Parent conferences", "domainKnowledge" : "Special education; Individual Education Plan; Low vision; Braille; Sign language; Nonviolent Crisis Intervention", "domainList" : [ "special-education", "individual-education-plan", "low-vision", "braille", "sign-language", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan", "Low vision", "Braille", "Sign language", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior; Making reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Defuse situations; Make decisions; Use good judgment", "specialRequirements" : "Manual dexterity, Physical ability, Stamina for full day, Work in various weather, React immediately to emergency, Use of physical restraint, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Physical demands, Caring for medical needs, Basic needs assistance, Self-care, Hygiene, Feeding, Tube feeding, Toileting, Diapering, Dressing, Physical transfers, Assist students to buses, Assist students from buses, Assist drivers until departure, Assist in transportation, Assist with additional duties", "qualificationsBasic" : "48 accredited college credits, Pass state approved assessment, Pass Physical Capacity Test, In-service training, Knowledge of sign language, Knowledge of Braille, Knowledge of NCI", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Supervise students in class. 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Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. 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Communication with staff; Communication with parents; Letter communication; Phone communication; E-mail communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Document occurrences; Charting student behavior; Making reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Defuse crisis situations; Make decisions", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Assist students to buses, Assist students from buses, Assist drivers until departure, Assist in transportation of students, Assist in caring for medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Limited travel between schools, Limited travel to central offices, Conform to proper standards of professional dress, Conform to proper standards of appearance", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or state assessment, Pass the Physical Capacity Test, In-service in first aide, In-service in symptoms of child abuse, In-service in symptoms of illness, Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, Knowledge of other special skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2026-2027 School Year). 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Woodchuck Lane", "67209" ], "timestamp" : "2026-06-15T13:03:39.589", "fingerprint" : "467083b947ad74573cef8ab9fb763f2032fe60af902099fd424d2a848c2c139e", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=73131", "externalId" : "73131", "industryFunction" : { }, "structuredLocations" : [ { "city" : "benton", "state" : "arkansas", "country" : "united states", "continent" : "north america", "source" : "locations-index", "geo" : "34.56454,-92.58683" } ], "locationText" : "benton, arkansas, united states", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication" ], "hardSkillsList" : [ "Low vision equipment", "Adaptive magnifying equipment", "Sign language modalities", "Braille literacy", "Nonviolent Crisis Intervention" ], "hardSkills" : [ { "name" : "Low vision equipment", "level" : "intermediate" }, { "name" : "Adaptive magnifying equipment", "level" : "intermediate" }, { "name" : "Sign language modalities", "level" : "intermediate" }, { "name" : "Braille literacy", "level" : "intermediate" }, { "name" : "Nonviolent Crisis Intervention", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Defuse crisis situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Integrate technology into classroom, Assist students with low vision equipment, Assist students with adaptive magnifying equipment, Participate in teaming skills, Participate in collaboration, Participate in conflict resolution, Participate in communication, Provide individual instruction, Provide group instruction, Assist teacher with instruction, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share student progress with teacher, Assist with planning of instruction, Assist with follow through of instruction, Score tests, Keep records, Make reports, Prepare instructional materials, Prepare learning centers, Assist in planning for IEP, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Make decisions, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist and supervise students, Type material, Interline Braille material, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). 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Armour Dr", "67206" ], "timestamp" : "2026-06-15T22:37:06.532", "fingerprint" : "d87d58bbdb9341966e3d39e051597c5530871b8ec22c8b59a3a0cbc84998b11c", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=96913", "externalId" : "96913", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Instructional assistance, Behavior management, Student integration", "majorSkillsList" : [ "Instructional assistance", "Behavior management", "Student integration" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Facilitate integration efforts, Setup classroom for group instruction, Integrate technology into classroom, Participate in effective teaming, Provide individual instruction, Provide group instruction, Provide instruction to regular education students, Assist teacher with designing instruction, Follow through with instruction, Assist teacher with IEP development, Assist teacher with IEP implementation, Plan and implement community instruction, Maintain confidentiality of information, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure time, Accept responsibility for travel between buildings, Accept responsibility for travel between assignments, Care for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; 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Written communication", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Travel between buildings, Travel between assignments, Assist with medical needs, Assist with basic needs, Assist with feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "48 accredited college credits or pass state assessment (Title School)", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Sped High Incidence (2026-2027 School Year). 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As the largest charter school system in the city, we are driven and committed to our mission, vision, and equity statement. Mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Vision: Every child grows up free to create the future they want for themselves and their communities. KIPP St. Louis currently educates over 2,000 students.Today, our St. Louis network consists of two middle schools, three elementary schools, and a high school. What makes KIPP St. Louis unique? We believe that our educators are proving what's possible in urban education each and every day, by inspiring students and helping them discover the joy of learning. KIPP schools support our educators to help students achieve academic excellence, building the skills and confidence they need to succeed. Together, we are raising the bar for every student, every day. The Special Education Teacher (K–12) at KIPP St. Louis is a dedicated educator who ensures students with diverse learning needs achieve strong outcomes through individualized, standards-aligned instruction. They design and implement IEPs, differentiate curriculum, and use data to monitor progress and adjust supports to meet student goals. In partnership with general education teachers, service providers, and families, they help create inclusive, supportive learning environments. Ultimately, this role is critical to ensuring all students have access to high-quality instruction and the opportunity to thrive academically and socially. We are looking for Elementary and High School Special Education Teachers. Position type: Full-time, Exempt, 10-Month Reporting & Collaboration * Direct Manager : Principal * Direct Reports : None * Key Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & Access * Plan and deliver instruction that ensures students with diverse learning needs access grade-level standards through appropriate accommodations and modifications * Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to rigorous academic goals * Design and execute tasks that require analysis, justification, and application, while providing scaffolds that maintain rigor * Anticipate learning gaps and provide targeted interventions to support access and mastery of content What will I be evaluated on? Instruction ensures students with IEPs consistently access grade-level content with appropriate supports. Student work reflects growth toward IEP goals and increased independence with rigorous tasks. Student Engagement * Design lessons where students actively engage in thinking, discussion, reading, writing, and problem-solving with necessary supports * Facilitate inclusive academic discourse using differentiated strategies and language supports * Promote independence, self-advocacy, and meaningful participation in the general education setting Students demonstrate active engagement and increasing independence, using supports to explain, justify, and build on ideas. Culture of Learning * Establish a structured, inclusive classroom environment with clear routines, high expectations, and behavioral supports * Implement systems that maximize instructional time and support focus, persistence, and independence * Build strong relationships with students and families to support academic, behavioral, and social-emotional growth The classroom reflects a safe, structured, and inclusive environment where students take academic risks and persist through challenges. Assessment for Learning * Embed frequent checks for understanding and monitor progress toward IEP and grade-level goals * Analyze data to adjust instruction, provide interventions, and ensure student growth * Provide timely, actionable feedback to support student improvement and goal attainment Instruction is data-driven, with clear progress toward IEP goals and grade-level standards through ongoing monitoring and intervention cycles. Outcomes & Accountability: Professional Practice & Contribution * Progress toward IEP goals and individualized benchmarks * Growth on literacy, math, and standardized assessments (DIBELS, i-Ready, MAP, EOC, etc.) * Demonstrated ability to increase access to Tier 1 instruction and improve outcomes for students with disabilities Student Achievement & Growth * K-2: DIBELS proficiency and growth in early literacy * K-8: i-Ready Reading and Math growth and proficiency * 3-8: Missouri Assessment Program (MAP) performance * 9-12: End-of-Course (EOC) exam results in tested subjects * 9-12: AP exam participation, performance, and pass rates (where applicable) * Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes What skills should I already bring, i.e., what should I already have a track record around? * Proven ability to support students with diverse learning needs and drive measurable growth * Strong classroom management with inclusive and structured environments * Experience using data to inform instruction and interventions * Ability to collaborate effectively across teams and with families * Strong communication and advocacy skills What should I know a lot about already, i.e., what should I have expertise in? * IEP development, implementation, and compliance * Differentiated instruction, accommodations, and modifications * Progress monitoring and data-driven intervention cycles * Strategies for inclusion and co-teaching models * Classroom systems that support both academic and behavioral success ## Qualifications What you bring to the table: Required * Bachelor’s degree in education or related content area * Minimum of 2+ years of successful classroom teaching experience * K-12 Cross Categorical/ Mid Mod certification * Demonstrated commitment to improving outcomes for historically underserved students * Strong communication, collaboration, and problem-solving skills Preferred * State teaching certification * Experience in a high-performing, data-driven school environment * Track record of driving significant student achievement gains * Experience with standards-aligned curricula and assessment systems * Leadership experience within a grade level, content team, or school initiative ## Additional Information What we bring to the table: KIPP St. Louis is committed to pay equity and to ensuring that we do not unintentionally perpetuate historic wage gaps that persist due to individual negotiations. As a result, salaries are not negotiated. We are transparent about salaries in our job postings so that candidates can make an informed decision before beginning the hiring process. The starting salary for first-year teachers with a bachelor’s degree is $50,500. We are a fast-paced, energetic team and family with passionate people who are leading a movement, and to cultivate their best working environment, we provide the following: * $0 deductible healthcare plan option, including medical, vision, and dental. * Employer-Paid Short-Term Disability. * $50,000 life insurance policy at no cost to the employee. * Retirement plan through PSSRSSL with an employer match up to 14% and an optional 403b as a supplement to our pension program * Public Service student loan forgiveness program qualified employer. * Ongoing professional development. Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one-week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days provided throughout the year KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. 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Together, we are raising the bar for every student, every day. The Special Education Teacher (K–12) at KIPP St. Louis is a dedicated educator who ensures students with diverse learning needs achieve strong outcomes through individualized, standards-aligned instruction. They design and implement IEPs, differentiate curriculum, and use data to monitor progress and adjust supports to meet student goals. In partnership with general education teachers, service providers, and families, they help create inclusive, supportive learning environments. Ultimately, this role is critical to ensuring all students have access to high-quality instruction and the opportunity to thrive academically and socially. We are looking for Elementary and High School Special Education Teachers. Position type: Full-time, Exempt, 10-Month Reporting & Collaboration * Direct Manager : Principal * Direct Reports : None * Key Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & Access * Plan and deliver instruction that ensures students with diverse learning needs access grade-level standards through appropriate accommodations and modifications * Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to rigorous academic goals * Design and execute tasks that require analysis, justification, and application, while providing scaffolds that maintain rigor * Anticipate learning gaps and provide targeted interventions to support access and mastery of content What will I be evaluated on? Instruction ensures students with IEPs consistently access grade-level content with appropriate supports. 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Culture of Learning * Establish a structured, inclusive classroom environment with clear routines, high expectations, and behavioral supports * Implement systems that maximize instructional time and support focus, persistence, and independence * Build strong relationships with students and families to support academic, behavioral, and social-emotional growth The classroom reflects a safe, structured, and inclusive environment where students take academic risks and persist through challenges. Assessment for Learning * Embed frequent checks for understanding and monitor progress toward IEP and grade-level goals * Analyze data to adjust instruction, provide interventions, and ensure student growth * Provide timely, actionable feedback to support student improvement and goal attainment Instruction is data-driven, with clear progress toward IEP goals and grade-level standards through ongoing monitoring and intervention cycles. 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Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one-week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days provided throughout the year KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. 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Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them." ], "hardSkillsList" : [ "physical setup of the classroom", "implementing student behavior plan", "physical transfers", "typing skills", "Braille material", "assist with scoring tests", "keeping records", "making reports", "prepare instructional materials", "learning centers", "planning for the Individual Education Plan (IEP)", "maintain high level of confidentiality", "assist with transportation of students", "assist in caring for student's medical needs", "assist students with basic needs", "self-care", "hygiene", "feeding", "tube feeding", "toileting", "diapering", "dressing", "physical transfers", "manual dexterity", "physical ability", "stamina", "finger dexterity", "verbal communication", "written communication", "plan", "organize", "make decisions", "prioritize work", "professional manner", "positive attitude", "good judgment", "professional dress", "appearance" ], "softSkillsList" : [ "effective teaming skills, collaboration, conflict resolution, communication, sensitivity to the needs of students, sensitivity to the needs of staff, sensitivity to the needs of parents, professional rapport, team player, positive attitude, professionalism, confidentiality, tact, diplomacy, customer service" ], "hardSkills" : [ { "name" : "physical setup of the classroom", "level" : "intermediate" }, { "name" : "implementing student behavior plan", "level" : "intermediate" }, { "name" : "physical transfers", "level" : "intermediate" }, { "name" : "typing skills", "level" : "intermediate" }, { "name" : "Braille material", "level" : "intermediate" }, { "name" : "assist with scoring tests", "level" : "intermediate" }, { "name" : "keeping records", "level" : "intermediate" }, { "name" : "making reports", "level" : "intermediate" }, { "name" : "prepare instructional materials", "level" : "intermediate" }, { "name" : "learning centers", "level" : "intermediate" }, { "name" : "planning for the Individual Education Plan (IEP)", "level" : "intermediate" }, { "name" : "maintain high level of confidentiality", "level" : "intermediate" }, { "name" : "assist with transportation of students", "level" : "intermediate" }, { "name" : "assist in caring for student's medical needs", "level" : "intermediate" }, { "name" : "assist students with basic needs", "level" : "intermediate" }, { "name" : "self-care", "level" : "intermediate" }, { "name" : "hygiene", "level" : "intermediate" }, { "name" : "feeding", "level" : "intermediate" }, { "name" : "tube feeding", "level" : "intermediate" }, { "name" : "toileting", "level" : "intermediate" }, { "name" : "diapering", "level" : "intermediate" }, { "name" : "dressing", "level" : "intermediate" }, { "name" : "physical transfers", "level" : "intermediate" }, { "name" : "manual dexterity", "level" : "intermediate" }, { "name" : "physical ability", "level" : "intermediate" }, { "name" : "stamina", "level" : "intermediate" }, { "name" : "finger dexterity", "level" : "intermediate" }, { "name" : "verbal communication", "level" : "intermediate" }, { "name" : "written communication", "level" : "intermediate" }, { "name" : "plan", "level" : "intermediate" }, { "name" : "organize", "level" : "intermediate" }, { "name" : "make decisions", "level" : "intermediate" }, { "name" : "prioritize work", "level" : "intermediate" }, { "name" : "professional manner", "level" : "intermediate" }, { "name" : "positive attitude", "level" : "intermediate" }, { "name" : "good judgment", "level" : "intermediate" }, { "name" : "professional dress", "level" : "intermediate" }, { "name" : "appearance", "level" : "intermediate" } ], "softSkills" : [ { "name" : "effective teaming skills, collaboration, conflict resolution, communication, sensitivity to the needs of students, sensitivity to the needs of staff, sensitivity to the needs of parents, professional rapport, team player, positive attitude, professionalism, confidentiality, tact, diplomacy, customer service" } ], "majorSkills" : "Para Sped Low Incidence, student behavior management, instructional assistance, IEP planning, Braille, NCI", "majorSkillsList" : [ "Para Sped Low Incidence, student behavior management, instructional assistance, IEP planning, Braille, NCI" ], "coreResponsibilities" : "Assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Supervises students in class setting as directed by the teacher or other staff. Assists in managing classroom routines and procedures. Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student. Assists the teacher by supervising school activities on or off campus during the course of the instructional day. Assists in the implementing of student behavior plan. Assists students to and from assigned areas within the building to facilitate integration efforts. Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities. Assists in the integration of technology into the classroom. Uses a slate and/or stylus or have a willingness to learn these skills. Assists students in using low vision equipment. Assists students with adaptive magnifying equipment. Participates in effective teaming skills, collaboration, conflict resolution and communication. Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher. Is assigned to a regular classroom program where special education students are assigned. Provides feedback to students and teachers. Assists students through the use of questioning and discussion techniques. Assists with student engagement with the curriculum. Assists students with the integration into regular education classroom. Evaluates student progress on work assignments and shares information with teacher. Assists the teacher with the designing and/or planning of instruction and follow through. Assists with scoring tests, keeping records and making reports as required by the teacher. Demonstrates knowledge of district resources. Prepares instructional materials and/or learning centers. Assists in the planning for the Individual Education Plan (IEP). Maintains high level of confidentiality of information regarding students and staff information and issues. Models appropriate behavior for students. Develops and maintains a professional rapport with classroom teacher and other staff. Demonstrates sensitivity to the needs of students, staff, and parents. Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher. Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize. Attend sand participates in staff meetings, PLCs and parent conferences as required. Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. Assists students to and from buses and assisting the drivers until departure time. Assists in the transportation of students. Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional. Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers. Possesses the manual dexterity, physical ability and stamina for a full day of physical activity. Assists and supervise students to and from assigned areas. Demonstrates typing skills. Demonstrates the ability to interline all Braille material for tests and daily lessons. Assists with additional duties as assigned by supervisor.", "teamCollaboration" : "Participates in effective teaming skills, collaboration, conflict resolution and communication. Develops and maintains a professional rapport with classroom teacher and other staff. Ability to perform as an effective team player. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service.", "toolProficiency" : [ "SMART boards, iPads, computers, copiers, scanners, fax machine" ], "communicationSkills" : "verbal communication; written communication; communicate with students; communicate with parents; communicate with instructional staff; communicate with support staff", "documentationSkills" : "record keeping; documentation of occurrences; chart student behavior", "continuousLearning" : "Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.)", "problemSolvingSkills" : "problem solving skills; assess crisis situations; intervene to defuse situations", "specialRequirements" : "Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique. Be able to lift, carry, push and pull up to 50. Be able to lift and carry up to 100 pounds with assistance.", "outcomesObjectives" : "Evaluates student progress on work assignments and shares information with teacher. Assists the teacher with the designing and/or planning of instruction and follow through.", "qualificationsBasic" : "High School Diploma or GED equivalent required. Must pass the Physical Capacity Test (PCP).", "qualificationsPreferred" : "Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment. Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills.", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Sped Low Incidence at Samuel E Spaght Science and Communications Magnet Elementary School. Skills: Para Sped Low Incidence, student behavior management, instructional assistance, IEP planning, Braille, NCI. Assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. 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Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them.", "Physical Capacity Test (PCP)", "SMART boards, iPads, computers, copiers, scanners, fax machine" ], "skillCount" : 42, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a1688f458b93c861eafcef1", "title" : "Para Sped High Incidence (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Entry-level Para Sped High Incidence position in College Hill Elementary School, United States, adjusted for part-time employment." }, "location" : "College Hill Elementary School", "locations" : [ "College Hill Elementary School", "211 N. Clifton", "67208" ], "timestamp" : "2026-06-16T04:36:21.651", "fingerprint" : "56a41aec929d9108ed9737349cc5597ab98e665c65ae14085c0f28512f5d667e", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=100860", "externalId" : "100860", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Teaming skills", "Conflict resolution", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Behavioral intervention, Instructional support", "majorSkillsList" : [ "Special education assistance", "Behavioral intervention", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from areas, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist students with self-advocacy, Assist students in using technology, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Make decisions, Prioritize tasks, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist students from buses, Assist drivers, Transport students, Travel between buildings, Travel between assignments, Care for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration with staff; Collaboration with parents; Collaboration with administrators; Collaboration with support staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Special education; Regular education; Student behavior plans; Individual Education Plan (IEP); District resources; Community based instruction; Child development; Language acquisition; Medical needs; Basic needs; Self-care; Hygiene; Feeding; Toileting; Diapering; Physical transfers", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "special-education", "regular-education", "student-behavior-plans", "individual-education-plan-iep", "district-resources", "community-based-instruction", "child-development", "language-acquisition", "medical-needs", "basic-needs", "self-care", "hygiene", "feeding", "toileting", "diapering", "physical-transfers" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Special education", "Regular education", "Student behavior plans", "Individual Education Plan (IEP)", "District resources", "Community based instruction", "Child development", "Language acquisition", "Medical needs", "Basic needs", "Self-care", "Hygiene", "Feeding", "Toileting", "Diapering", "Physical transfers" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Document occurrences", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Conflict resolution", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Travel between buildings, Travel between assignments", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or state approved assessment, Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, In service training in first aide, In service training in symptoms of child abuse, In service training in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Sped High Incidence (2026-2027 School Year). Skills: Special education assistance, Behavioral intervention, Instructional support. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:49:51.848", "lastUpdated" : "2026-06-16T04:36:21.651", "ingestTimestamp" : "2026-06-14T20:49:51.848", "mongoId" : "6a1688f458b93c861eafcef1", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Child development", "Language acquisition", "Special education assistance", "Behavioral intervention", "Instructional support", "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Teaming skills", "Conflict resolution", "Community based instruction", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Special education", "Regular education", "Student behavior plans", "Individual Education Plan (IEP)", "District resources", "Medical needs", "Basic needs", "Self-care", "Hygiene", "Feeding", "Toileting", "Diapering", "Physical transfers", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 38, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69fd35614c40e2acd1b31ed6", "title" : "Para Sped High Incidence (2026-2027 School Year)", "industry" : "Education", "salary" : { "min" : 350000.0, "max" : 550000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for Para Sped High Incidence roles in India, adjusted for entry-level seniority and part-time employment." }, "location" : "Gammon Elementary School", "locations" : [ "Gammon Elementary School", "3240 N. Rushwood", "67226" ], "timestamp" : "2026-06-15T23:58:50.513", "fingerprint" : "e47ae9296550e8b1dd9e01d98d4dc6b514573b67da3c77aac9737ccc0c5355ca", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98974", "externalId" : "98974", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Crisis intervention", "Student integration", "Instructional design", "IEP development", "District resource knowledge", "Community based instruction", "Confidentiality", "Professional rapport", "Sensitivity to needs", "Prioritization", "Organization", "Flexibility", "Responsiveness" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Physical restraint technique" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "majorSkills" : "Instructional assistance, Behavior management, Student integration, IEP development", "majorSkillsList" : [ "Instructional assistance", "Behavior management", "Student integration", "IEP development" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Participate in teaming skills, Provide individual instruction, Provide group instruction, Assign to regular classroom, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear communication, Exhibit expressive communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with instruction follow through, Assist in IEP development, Assist in IEP implementation, Demonstrate knowledge of district resources, Assist with community based instruction, Maintain confidentiality, Model appropriate behavior, Develop professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in student discipline, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Special education; Individual Education Plan (IEP); Child development; Language acquisition", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "special-education", "individual-education-plan-iep", "child-development", "language-acquisition" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Special education", "Individual Education Plan (IEP)", "Child development", "Language acquisition" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work", "specialRequirements" : "Work in various weather, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Travel between buildings, Travel between assignments, Caring for medical needs, Assist with feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or pass state assessment (Title School)", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Sped High Incidence (2026-2027 School Year). 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