Under direction, the purpose of the position is to develop and implement a program aimed at securing and maintaining employment for at risk students of the school district. Employees in this classification are responsible for working directly with students in helping them to modify and control behaviors in the classroom, with the objective focused on employability training. Incumbents may be assigned to the functional area of employment transition, whereby work includes accompanying students to business/employment sites, overseeing work training, and providing assistance in acquiring job skills. Essential functions as outlined herein are performed according to 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.
Provides direct supervision to students with exceptional/special education needs, or moderate/severe behavioral problems, as specified on student’s individual education plans.
Accompanies students to appointments, job sites or other off-campus activities to assess social and employability developmental needs.
Confers with teachers, administrators, and other members of student educational teams in identifying behaviors requiring modification.
Functions as advocate between site personnel and students to maintain open communications and achieve individual education plan and employment objectives.
Plans, develops and implements strategies for developing students’ independent work skills.
Accompanies students to job sites; observes performance; oversees work training, and provides instruction and assistance accordingly.
Assists with collection and maintenance or records and data relevant to targeted program students.
Develop and provide pre-requisite skills training to prepare students for transitions to least restrictive environments.
Monitors activities and behavior of students during program activities to ensure physical and environmental safety, or for the purpose of reporting on critical/behavioral incidents.
Provides explanation, example and instruction to students consistent with program objectives and standards, reinforces skills according to individual and group needs.
Responsible for keeping up to date on current technology, as job appropriate, being used by OCPS. With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
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 related duties as directed.
MINIMUM TRAINING AND EXPERIENCE
Associate’s degree or higher; or at least sixty (60) semester hours from an accredited institution of higher education (official transcription required to validate education)* supplemented by two (2) years progressively knowledgeable and responsible experience working with special education students, with emphasis on teaching appropriate behaviors and work/life skills for ultimate employability; with demonstrated administrative support skills and ability to effectively communicate program goals and objectives. Requires certifications/training in CPR, CPI, first aid, behavioral management, and aggression control techniques as applicable to assigned functional area.
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 Program Assistant, Job Coach, 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, audit, 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 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; ability to calculate decimals and percentages.
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.
ADA COMPLIANCE
Physical Ability: Some tasks may 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 pulling of heavy objects and materials (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 communications ability. Some tasks require the ability to perceive and discriminate sounds.
Environmental Factors: Depending on area of assignment, tasks may present potential for exposure to adverse environmental conditions, such as violence, disease, or pathogenic substances.
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.
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