ED PARA,INTENSIVE DISAB,NC,NT I (ESE)

Salary schedule candidates that have taken the Para Assessment with a passing score, or have an Associate’s degree or 60 completed semester credits, may be eligible for a higher hourly rate in a certified position. Evidence must be provided. Please upload a copy of your official transcripts or certificate showing a passing score on the assessment.

About the Role

Under direct supervision, this position provides assistance in the education, care, and development of students with severe disabilities. Employees perform instructional, clerical, and behavioral management duties under the direction of a certified teacher, guidance counselor, or administrator. Work is tailored to the exceptional needs of assigned students.

Responsibilities

• Provides instructional, behavioral, and developmental assistance to students with severe disabilities as directed by the supervising teacher or other certified professional.
• Applies basic practices of positive behavioral supports and assists in teaching problem-solving skills.
• Assists with behavior interventions, including monitoring and charting behaviors specific to students with severe disabilities.
• Applies effective principles of crisis intervention for students displaying aggressive behavior, including physical restraint when necessary.
• Assists students with severe disabilities as they arrive on buses, including physically transferring students from wheelchairs and monitoring medical and social/emotional needs.
• Provides support and follow-up for students assigned to in-school suspension.
• Reinforces school and learning environment rules; acknowledges appropriate behavior and identifies inappropriate behavior using a positive behavioral support approach.
• Escorts and provides one-on-one assistance during breakfast, lunch, restroom visits, and other activities throughout the school day.
• Assists with gross motor activities (e.g., grasping, holding objects, posture, crawling, walking, running) as appropriate to individual development.
• Assists with fine motor activities (e.g., using assistive devices, job skills, leisure skill activities) as appropriate to individual development.
• Assists with daily living skills (e.g., dressing, eating, lavatory needs including diapering, grooming, personal hygiene).
• Assists the teacher in developing lesson plans, behavior intervention plans, and accommodations; provides input and assistance in learning activities and prepares instructional materials.
• Assists the teacher with data collection and reporting for progress monitoring, progress reports, and IEP development and review.
• Performs monitoring duties (e.g., hallways, lunchroom, restrooms, bus duty) and ensures appropriate student conduct; escorts students to designated activity areas.
• May assist in various labs, translating lesson plans and other information for better student understanding.
• Keeps up to date on current technology used by OCPS and attends training to maintain required skill levels.
• Ensures timely and accurate information maintenance as part of job responsibilities.

Requirements

• High school diploma or GED.
• Minimum of two (2) years working with exceptional needs school-age children (Pre-K through 12) in an educational environment, providing familiarity with the physical and emotional behaviors and challenges of severely disabled children.
• Stress management skills and ability to fulfill the dexterity and physical requirements of the work.
• All new hires must successfully complete the ESE Training within 45 days of hire.

Skills

• Data Utilization: Ability to evaluate, audit, deduce, and assess data using established criteria, including discretion in determining consequences and selecting alternatives.
• Human Interaction: Ability to assist persons by action or interaction in carrying out specialized therapeutic or physical care plans.
• Equipment Utilization: Ability to operate, maneuver, and control special needs equipment and devices.
• Verbal Aptitude: Ability to utilize a wide variety of reference, descriptive, and advisory data and information.
• Mathematical Aptitude: Depending on assignment, may require ability to perform basic arithmetic, calculate decimals, percentages, fractions, or interpret graphs.
• Functional Reasoning: Ability to apply principles of influence systems (e.g., motivation, incentive, leadership) and exercise independent judgment for problem resolution.
• Situational Reasoning: Ability to exercise judgment, decisiveness, and creativity in evaluating information against sensory, judgmental, or subjective criteria.

Physical Demands and Work Environment

• Physical Ability: Tasks involve very heavy physical effort, including climbing, balancing, stooping, kneeling, crouching, crawling, and lifting/carrying/pushing/pulling objects up to 100 pounds (occasionally heavier).
• Sensory Requirements: Most tasks require visual perception and discrimination; some require oral communication and sound discrimination.
• Environmental Factors: Regular exposure to adverse conditions, including potential violence when working with severely disabled or emotionally disturbed children.

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 requested.