Program Asst,Des,C

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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 role requires itinerant service throughout the district (ESE and general education classes), supporting students with severe cognitive and/or behavioral disorders at all grade levels (Pre‑K‑12th) and ages 3‑22. The Program Assistant collaborates with district personnel, principals, teachers, paraprofessionals, and others as assigned by the supervisor.

Essential functions are performed according to the functional area, with related work performed as directed.

• Respond to internal and external customers promptly, accurately, courteously, and empathetically, representing OCPS positively.
• Create visual supports such as individual and class schedules, work tasks, stations, and behavior/token systems for students with communication, cognitive, and behavior disorders.
• Monitor student behavior via classroom observations and collect data using counters, timers, and clickers to analyze behaviors.
• Write narrative reports including modeling implementation suggestions from the learning community/district supervisor.
• Review and implement behavior intervention plans and behavior contracts under the direct supervision of the learning community/district supervisor, using independent judgment when direct supervision is unavailable.
• Respond to crisis situations across district schools professionally and assist in reestablishing a safe learning environment.
• Respond verbally and physically to highly aggressive or self‑injurious students, performing restrictive behavioral interventions, including emergency restraint of individuals.
• Provide toileting support, including diaper changing, for students ages 3‑22 and the intense toilet training process certain students require.
• Train district classified staff on behavioral intervention plans and instructional strategies for ESE students ages 3‑22.
• Participate in field trips and community‑based learning experiences, providing safety and support for students with complex behaviors.
• Fill in for building‑based behavior trainers/paraprofessionals (PreK‑12) on an emergency basis when staff are temporarily unavailable due to illness, emergency, etc.
• Ride the school bus and provide support by modeling behavioral techniques, collecting data, and observing students as needed.
• Maintain up‑to‑date knowledge of current instructional and behavioral technology; attend training as directed to ensure competency in required technologies.
• Maintain accurate and.specified information as part of responsibilities.

• Perform other related duties as directed.

• iyini fundamental knowledge of characteristics of students with ASD, intellectual disabilities, and other developmental/behavioral disabilities across all ages.
• Knowledge of behavior principles, including reinforcement strategies, shaping of newिण behavior, and token economies.
• Knowledge of Boardmaker® and other instructionally appropriate software and its application for students with communication disorders.
• Basic computing skills: word processing, use of search engines, and software such as Boardmaker®.
• Demonstrate technical writing skills.
• Model delivery of reinforcement on simple and complex schedules.
• Use professional language when conversing with students, peers, and colleagues.
• Physically મળે lift up to 100 pounds and engage in sustained physical activity.

• Associate’s degree or higher; or at least 60 semester hours from an accredited institution. Must be supplemented by a minimum of three years of direct experience with students having significant disabilities and живота behavioral disorders, or a Bachelor’s degree with one year of experience in exceptional student education or rehabilitation focusing on severe behavior difficulties. Previous experience with behavioral data collection alco preferred.
  
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