Program Asst,Des,C

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.

• 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.

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.

• 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…