What are the responsibilities and job description for the PROGRAM ASST,DES,C position at Orange County Public Schools?
Salary Schedule
The Program Assistant, District ESE Specialist works under the supervision of the learning community behavior analysts (Administrator); district Program Specialist for behavior analysis within OCPS; or an ESE Director. The Program Assistant, District ESE Specialist will be itinerant and provide technical support throughout the district (ESE and general education classes), pertaining to students with severe cognitive and/or behavioral disorders. This includes all grade (Pre-K-12th) and age (3-22) levels. The Program Assistant, District ESE Specialist will collaborate with district personnel, principals, teachers, paraprofessionals and others as assigned by their supervisor. Essential functions as outlined herein are performed according to the functional area of assignment. Performs related work as directed.
Examples Of Essential Functions
Responds to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light.
Creates visual supports such as individual and class schedules, work tasks and work stations and individual behavior/token systems for students with communication, cognitive and behavior disorders.
Monitors student behavior through classroom observations and collects data by using items such as counters, timers, and clickers, to be used to analyze student behaviors.
Writes narrative reports to include modeling implementation suggestions from the learning community/district supervisor.
Reviews and implements behavior intervention plans, behavior contracts, etc. directed with students under the direct supervision of the learning community/district supervisor. Uses independent judgment in the absence of direct supervision.
Responds to crisis situations at schools throughout the district in a professional manner and assists in reestablishing a safe learning environment.
Safely responds verbally and physically to highly-aggressive or self-injurious students. Performs certain restrictive behavioral interventions including but not limited to emergency restraint of individuals.
Toileting of students (ages 3-22) including diaper changing will be required of the program assistant including, but not limited to, the intense toilet training process certain students require.
Trains school district classified staff on various behavioral intervention plans and instructional strategies dealing with ESE students from ages 3 to 22.
Participates on field trips and community-based learning experiences providing safety and support to students with complex behaviors.
On an emergency basis fills in for building-based behavior trainers/paraprofessionals PreK-12 who are out of work temporarily and supplementing the staff when teachers are out due to illness, emergency, etc.
May ride the school bus and provide support by modeling behavioral techniques, taking data, observing students and is based on the need of particular students
NOTE This position is both physically and psychologically demanding and serves as a critically necessary support of and emergency response to students, staff, and administration involved in the education of students with communication, cognitive, behavior disorders and other severe developmental/behavioral disabilities.
Responsible for keeping up to date on current instructional and behavioral technology, as job appropriate. At the supervisor’s direction, attends training to ensure skill level in various technologies is at the level required to perform essential job duties.
Responsible for timely and accurate information they maintain as part of their job responsibilities.
The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.
Marginal Functions
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.
Performs other related duties as directed.
Knowledge, Skills And Abilities
Fundamental knowledge of characteristics of students with Autism Spectrum Disorder, Intellectual Disabilities, and other developmental/behavioral disabilities (across all ages).
Knowledge of behavior principles including reinforcement strategies, shaping of new behavior, and token economies.
Knowledge of Boardmaker® and other instructionally appropriate software and its application, as it relates to use with students with communication disorders.
Basic computing skills including word processing, use of search engines, and software such as Boardmaker®.
Must be able to demonstrate technical writing skills.
Ability to model the delivery of reinforcement on simple and complex schedules.
Ability to utilize professional language when conversing with students, peers and colleagues.
Ability to physically lift up to 100 pounds and able to engage in sustained physical activity.
Minimum Training And Experience
Associate’s degree or higher; or at least sixty (60) semester hours from an accredited institution of higher education (official transcripts required to validate education)* supplemented by a minimum of three (3) years of experience working directly with students with significant disabilities and/or severe behavioral disorders in a classroom or clinical setting; or Bachelor’s Degree and one (1) year experience in exceptional student education or rehabilitation setting specializing in the education of students with severe behavior difficulties including both behavior excesses (i.e. self-injury, aggression) and deficits (lack of communication skills); or an equivalent combination of related education and experience. Previous experience with data collection of student behaviors is preferred.
Current successful completion of either Non-Violent Crisis Prevention Intervention or Professional Crisis Management. Successful completion of the second program must be done within 30 days of employment. The employee must maintain continual certification in both.
Valid Florida driver’s license and reliable transportation is required for this district position.
All applicants for this position must be highly qualified prior to the start of their employment with Orange County Public Schools. The district will no longer permit non-certified ed paraprofessional, certified, job applicants to obtain highly-qualified status by attending the Educational Paraprofessional Academy. Passing a third-party provided paraprofessional certification exam (e.g., ParaPro Assessment) can substitute for the educational requirement. For information about the ParaPro Assessment visit www.ets.org/parapro.
PERFORMANCE APTITUDES
Data Utilization Requires the ability to evaluate audits, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction Requires the ability to collaborate with multiple adults in stressful situations, respond efficiently and effectively to directives given by others, apply principles of leadership, persuasion and/or influence.
Equipment, Machinery, Tools, and Materials Utilization Requires the ability to operate, maneuver and/or control the actions of modern office and computer equipment and related peripherals.
Verbal Aptitude Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude Requires the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages depending on functional program of assignment.
Functional Reasoning Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.
Management of Stress Requires the ability to work effectively in stressful environments and circumstances.
ADA COMPLIANCE
Physical Ability Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or subduing of disabled students (up to 100 pounds) and occasionally heavier items (100 pounds or over).
Sensory Requirements Most tasks require visual perception and discrimination. Some tasks require oral or written communications ability. Some tasks require the ability to perceive and discriminate sounds.
Environmental Factors Depending on program of assignment, tasks may present potential for exposure to adverse environmental conditions, such as bodily fluids, dirt, dust, pollen, odors, wetness, humidity, rain, temperature extremes, animals/wildlife, or violence. Due to student and personal safety, attire and personal hygiene (i.e. nail length) may be impacted by student need.
The Orange County School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.
The Program Assistant, District ESE Specialist works under the supervision of the learning community behavior analysts (Administrator); district Program Specialist for behavior analysis within OCPS; or an ESE Director. The Program Assistant, District ESE Specialist will be itinerant and provide technical support throughout the district (ESE and general education classes), pertaining to students with severe cognitive and/or behavioral disorders. This includes all grade (Pre-K-12th) and age (3-22) levels. The Program Assistant, District ESE Specialist will collaborate with district personnel, principals, teachers, paraprofessionals and others as assigned by their supervisor. Essential functions as outlined herein are performed according to the functional area of assignment. Performs related work as directed.
Examples Of Essential Functions
Responds to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light.
Creates visual supports such as individual and class schedules, work tasks and work stations and individual behavior/token systems for students with communication, cognitive and behavior disorders.
Monitors student behavior through classroom observations and collects data by using items such as counters, timers, and clickers, to be used to analyze student behaviors.
Writes narrative reports to include modeling implementation suggestions from the learning community/district supervisor.
Reviews and implements behavior intervention plans, behavior contracts, etc. directed with students under the direct supervision of the learning community/district supervisor. Uses independent judgment in the absence of direct supervision.
Responds to crisis situations at schools throughout the district in a professional manner and assists in reestablishing a safe learning environment.
Safely responds verbally and physically to highly-aggressive or self-injurious students. Performs certain restrictive behavioral interventions including but not limited to emergency restraint of individuals.
Toileting of students (ages 3-22) including diaper changing will be required of the program assistant including, but not limited to, the intense toilet training process certain students require.
Trains school district classified staff on various behavioral intervention plans and instructional strategies dealing with ESE students from ages 3 to 22.
Participates on field trips and community-based learning experiences providing safety and support to students with complex behaviors.
On an emergency basis fills in for building-based behavior trainers/paraprofessionals PreK-12 who are out of work temporarily and supplementing the staff when teachers are out due to illness, emergency, etc.
May ride the school bus and provide support by modeling behavioral techniques, taking data, observing students and is based on the need of particular students
NOTE This position is both physically and psychologically demanding and serves as a critically necessary support of and emergency response to students, staff, and administration involved in the education of students with communication, cognitive, behavior disorders and other severe developmental/behavioral disabilities.
Responsible for keeping up to date on current instructional and behavioral technology, as job appropriate. At the supervisor’s direction, attends training to ensure skill level in various technologies is at the level required to perform essential job duties.
Responsible for timely and accurate information they maintain as part of their job responsibilities.
The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.
Marginal Functions
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.
Performs other related duties as directed.
Knowledge, Skills And Abilities
Fundamental knowledge of characteristics of students with Autism Spectrum Disorder, Intellectual Disabilities, and other developmental/behavioral disabilities (across all ages).
Knowledge of behavior principles including reinforcement strategies, shaping of new behavior, and token economies.
Knowledge of Boardmaker® and other instructionally appropriate software and its application, as it relates to use with students with communication disorders.
Basic computing skills including word processing, use of search engines, and software such as Boardmaker®.
Must be able to demonstrate technical writing skills.
Ability to model the delivery of reinforcement on simple and complex schedules.
Ability to utilize professional language when conversing with students, peers and colleagues.
Ability to physically lift up to 100 pounds and able to engage in sustained physical activity.
Minimum Training And Experience
Associate’s degree or higher; or at least sixty (60) semester hours from an accredited institution of higher education (official transcripts required to validate education)* supplemented by a minimum of three (3) years of experience working directly with students with significant disabilities and/or severe behavioral disorders in a classroom or clinical setting; or Bachelor’s Degree and one (1) year experience in exceptional student education or rehabilitation setting specializing in the education of students with severe behavior difficulties including both behavior excesses (i.e. self-injury, aggression) and deficits (lack of communication skills); or an equivalent combination of related education and experience. Previous experience with data collection of student behaviors is preferred.
Current successful completion of either Non-Violent Crisis Prevention Intervention or Professional Crisis Management. Successful completion of the second program must be done within 30 days of employment. The employee must maintain continual certification in both.
Valid Florida driver’s license and reliable transportation is required for this district position.
All applicants for this position must be highly qualified prior to the start of their employment with Orange County Public Schools. The district will no longer permit non-certified ed paraprofessional, certified, job applicants to obtain highly-qualified status by attending the Educational Paraprofessional Academy. Passing a third-party provided paraprofessional certification exam (e.g., ParaPro Assessment) can substitute for the educational requirement. For information about the ParaPro Assessment visit www.ets.org/parapro.
PERFORMANCE APTITUDES
Data Utilization Requires the ability to evaluate audits, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction Requires the ability to collaborate with multiple adults in stressful situations, respond efficiently and effectively to directives given by others, apply principles of leadership, persuasion and/or influence.
Equipment, Machinery, Tools, and Materials Utilization Requires the ability to operate, maneuver and/or control the actions of modern office and computer equipment and related peripherals.
Verbal Aptitude Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude Requires the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages depending on functional program of assignment.
Functional Reasoning Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.
Management of Stress Requires the ability to work effectively in stressful environments and circumstances.
ADA COMPLIANCE
Physical Ability Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or subduing of disabled students (up to 100 pounds) and occasionally heavier items (100 pounds or over).
Sensory Requirements Most tasks require visual perception and discrimination. Some tasks require oral or written communications ability. Some tasks require the ability to perceive and discriminate sounds.
Environmental Factors Depending on program of assignment, tasks may present potential for exposure to adverse environmental conditions, such as bodily fluids, dirt, dust, pollen, odors, wetness, humidity, rain, temperature extremes, animals/wildlife, or violence. Due to student and personal safety, attire and personal hygiene (i.e. nail length) may be impacted by student need.
The Orange County School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.