Openings as of 4/2/2025

Board Certified Behavior Analyst (BCBA)

JobID: 5938

Position Type:
  Certified:Special Services


Date Posted:
  11/8/2024


Location:
  SPECIAL SERVICES


  Additional Information:  Show/Hide

EDMOND PUBLIC SCHOOLS 
 
JOB DESCRIPTION
 
Position:  Board Certified Behavior Analyst (BCBA)
 
                    
POSITION TYPE:	CERTIFIED	FLSA STATUS:
DEPARTMENT:	SPECIAL SERVICES	REPORTS TO:	EXEC. DIRECTOR SPECIAL SERVICES
WORK CALENDAR:	SEP5	SALARY SCHEDULE:	Certified School Psychologist Salary Schedule
CONTRACT DAYS:	191	STIPEND:	NA
FULL TIME / PART TIME:	FULL – TIME	STANDARD WORK HOURS:	7:30AM – 3:30PM
PAY FREQUENCY:	MONTHLY	LAST UPDATED:	04.30.24
 
 
 
JOB SUMMARY
 
Responsible for providing specialized expertise to define, measure, assess and characterize behaviors, identify and evaluate interventions, analyze and interpret behavioral data, and monitor behavior change. Responsible for providing support, professional learning, training, coaching, and consultation to teachers, school staff, paraprofessionals, and families in appropriate behavior techniques and strategies. Responsible for conducting Functional Behavioral Assessments and assisting school teams in the development of Behavior Intervention Plans. Responsible for collaborating with Special Services to ensure comprehensive support and programming students. Responsible for compliance with state and federal laws and Edmond school district policies. At all times, serve as an advocate of children with and without disabilities in the design and implementation of district-wide policies and procedures for the department.
 
WORK ENVIRONMENT: Travel between multiple sites in a day may be required.  Inside Edmond Public School District facilities, outdoors during all types of weather and in a variety of educational settings, playgrounds, and buses.  Recognize and respond to crisis situations. Use of evidence-based techniques using de-escalation techniques and nonrestrictive interventions. Maintain regular contact with students, the general public and other EPS personnel. 
   
ESSENTIAL DUTIES AND RESPONSIBILITIES
 
1. Conduct Functional Behavior Assessments and assist with development and implementation of Behavior Intervention Plans. 

2. Provide coaching, consultation, and support services to teachers, administrators, parents, and staff with regards to implementation of appropriate instructional and behavior strategies, interventions, behavior management, and data collection. 

3. Monitor data collection and implementation of behavior intervention plans for accuracy and fidelity.

4. Provide professional development opportunities to staff on the implementation of appropriate evidence-based strategies, school-wide positive behavior interventions and systems (PBIS), behavior management, behavior intervention plan (BIP) implementation., developing data collection systems, and monitoring and analyzing data

5. Work directly with students who exhibit inappropriate or unsafe behaviors and provide support, modeling, coaching and/or professional learning for all staff that work with such students. 

6. Facilitate Team consultation meetings with classroom teachers/related service providers/paraprofessional staff.

7. Provide technical support and training in behavioral techniques, establishing schedules, overall classroom management, and implementation of specific instructional and behavior strategies aligned to individual student needs.

8. Assess and monitor student progress through ongoing one-on-one or a small group setting at each site.  

9. Other duties as assigned
 
The intent of this job description is to provide a representative description of the types of duties and responsibilities required for this position. Employees may be asked to perform other job-related duties as assigned.  
 
Evaluation: 
 
• The performance of this job will be evaluated by the Executive Director of Special Services in accordance with the provisions of the Board’s policies and state law. 
 
QUALIFICATIONS
 
Required
 
• Education: Masters Degree in Applied Behavior Sciences, Psychology, Education or other related field

• Previous Experience: Minimum three years experience in special education or working with school aged children with moderate to severe disabilities or autism and related disorders

• Ability to work cooperatively with others, demonstrate self-discipline and initiative, and follow state and district guidelines
 
CERTIFICATES, LICENSES, REGISTRATIONS
 
• Must hold current BCBA credentials through the Behavior Analyst Certification Board
 
Supervisory Responsibilities 
 
• Supervisory Responsibility: 0
 
• Supervisory Activities: Budgeting/Staff allocation, Directing, Investigating

   

  • Number of direct reports: 0
 
• Decision Making Authority: Decisions impact a functional area or department
 
• Customer Interactions: Limited: interactions are primarily with immediate co-workers
 
• Budget Management:

   

  • Order supplies, plan events, and/or book travel: No

  • Create or develop a budget: No

  • Manage or monitor a budget: No

  • Budgetary signing authority: No

     

    • Signing amount: N/A
 
• Asset Management

   

  • Manage district assets: No

     

    • Type of assets: N/A

    • Approximate value/number of assets: N/A

  • Responsible for safety/security of district assets: No

     

    • Type of assets: N/A

    • Approximate value/number of assets: N/A
 
QUALIFICATION REQUIREMENTS
 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
LANGUAGE SKILLS
 
Ability to read and comprehend simple instructions, and to write simple correspondence.  Ability to effectively communicate in one-on-one and small group situations to patrons, students, and other employees of the school district.
 
MATHEMATICAL SKILLS
 
Ability to perform basic math operations, including figuring percentages, fractions and possibly ratios.  Maintain accurate data records, which provide documentation of students’ programs under the supervision of the teacher, administrator, and other professionals as needed.
 
REASONING SKILLS:
 
Ability to solve practical problems and deal with a variety of concrete variables.  Have the ability to interpret a variety of instructions in written, oral, chart/diagram, or scheduled format.
 
OTHER SKILLS AND ABILITIES
 
Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement professional development based on District objectives; ability to establish and maintain effective relationships with administrators, faculty, and parents; both in oral and written communication.
 
PHYSICAL DEMANDS
 
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds from a standing, kneeling or crawling position.  Specific vision abilities required by this job include close vision, distance vision, and depth perception.

Excellent physical health required (lifting, climbing, crawling, restraining, transferring and positioning of students).
 
EEO Disclaimer
 
Edmond Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, military status, ancestry or genetic information (collectively, "Protected Classes").
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Edmond Public Schools reserves the right to change or assign other duties to this position.





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Openings as of 4/2/2025

LICENSED MENTAL HEALTH PROFESSIONAL (LMHP)

JobID: 5030

Position Type:
  Certified:Special Services/Special Education Counselor


Date Posted:
  3/25/2024


Location:
  SPECIAL SERVICES


  Additional Information:  Show/Hide
Licensed Mental Health Professional (LMHP)
JOB DESCRIPTION

Department:  Special Services
Immediate Supervisor(s):  Executive Director of Special Services and/or Coordinator of Special Services
Evaluated by:  Immediate Supervisor(s) in collaboration with Site Administration
Salary:  District Scale
Job Objective:  Responsible for the implementation of a coordinated, school-based counseling program serving students with identified moderate level behaviors determined to be interfering with their educational, behavioral, and social/emotional success. The Licensed Mental Health Professional (LMHP) will offer direct counseling services to students currently on an Individualized Education Program, receiving mild to moderate levels of special education services and participating in tier three level interventions. The LMHP will implement problem solving skills and crisis intervention for students when available, including collaboration with school personnel to model appropriate implementation of research based responses. School-based counseling services will be provided as outlined in the IEP and agreed upon by the IEP team.
         
Work Environment: Travel between multiple sites in a day may be required.  Inside Edmond Public School District facilities, outdoors during all types of weather and in a variety of educational settings, playgrounds, and buses.  Recognize and respond to crisis situations. Use of evidence-based techniques using de-escalation techniques and nonrestrictive interventions. Maintain regular contact with students, the general public and other EPS personnel.
 
Length of Contract: 186 days

ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Coordinate with special education teachers and administrators of schools providing moderate behavior levels of services and supports to identify students appropriate for school-based counseling services.
2. Develop and implement counseling activities/curriculum that address the identified needs of each student participating in school-based counseling.
3. Observe students in the school setting, review files and gather input (i.e. student, staff, guardian, outside agencies) to determine appropriate treatment goals and interventions for each student served.
4. Document attendance of school based counseling sessions, concepts covered, and activities conducted for sessions. Ensure all information is stored as required by the Oklahoma State Board of Behavioral Health.
5. Consult with teacher of record (TOR) to obtain and discuss the type of referrals each student has received and assess information for increase/decrease in specific forms of problematic behavior.
6. Provide input to the IEP team to assist in the development of behavior intervention strategies, behavioral goals/objectives and safety plans.
7. Make recommendations to the IEP team regarding continuation or cessation of school based counseling services based on the progress or lack thereof made by the student.
8. Conduct observations of students receiving school based counseling services to assist school personnel in developing positive classroom interventions.
9. Collaborate with outside mental health provider (s) and/or behavior interventionists if agreed upon by the IEP team and consent is obtained.
10. Share resources with school personnel relating to evidence-based behavioral intervention strategies and childhood mental health disorders.
11. Collaborate with the IEP team. Consult with the IEP service providers and general education teachers to create a schedule conducive to students academic needs while taking into consideration any other IEP service times, specials and other daily activities.
12. Provide monitoring services to any student completing school based counseling services through communication with members of the IEP team, informal observations and check-ins with the student as appropriate.
13. Participate in consultation meetings with other licensed professionals to discuss current caseload in a non-identifying manner and explore behavior interventions as needed.
14. Maintain necessary licensure and participate in continuing education as required by State Licensing Boards.
15. Perform other duties as assigned by administrator.
SUPERVISORY RESPONSIBILITIES
None.
 
QUALIFICATION REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION AND/OR EXPERIENCE
Three years experience in related field
Masters Degree in related field
Ability to work cooperatively with others, demonstrate self-discipline and initiative, and follow state and district guidelines.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Valid Oklahoma Teaching Certificate in area of School Counselor and a valid MHP License
 
LANGUAGE SKILLS
Ability to read and comprehend simple instructions, and to write simple correspondence.  Ability to effectively communicate in one-on-one and small group situations to patrons, students, and other employees of the school district.
 
MATHEMATICAL SKILLS
Ability to perform basic math operations, including figuring percentages, fractions and possibly ratios.  Maintain accurate data records, which provide documentation of students’ programs under the supervision of the teacher, administrator, and other professionals as needed.
 
REASONING SKILLS:
Ability to solve practical problems and deal with a variety of concrete variables.  Have the ability to interpret a variety of instructions in written, oral, chart/diagram, or scheduled format.
 
OTHER SKILLS AND ABILITIES
Ability to use computer and computer related programs and other technologies needed to perform essential job functions.  Ability to establish and maintain effective working relationships with students, staff, and the community.  Dress in appropriate clothing.  Demonstrate punctuality and good attendance, report absences as directed by administration.  Ability to perform duties with awareness of all district requirements and Board of Education policies.
 
Knowledge of confidentiality laws, CPR, first aid.  Demonstrate caring and compassionate personality & patience.  Ability to make responsible judgments for students’ safety.
  
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds from a standing, kneeling or crawling position.  Specific vision abilities required by this job include close vision, distance vision, and depth perception.
 
Excellent physical health required (lifting, climbing, crawling, restraining, transferring and positioning of students).
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual currently holding this position and additional duties may be assigned.
 
 
 




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Openings as of 4/2/2025

Special Education (Itinerant) Teacher for Hearing Impaired / Deaf

JobID: 5753

Position Type:
  Certified:Special Services/Special Education Teacher


Date Posted:
  8/23/2024


Location:
  SPECIAL SERVICES


  Additional Information:  Show/Hide

 Edmond Public Schools
 
Edmond, Oklahoma
 
JOB DESCRIPTION
  
POSITION TITLE:        Special Education (Itinerant) Teacher for
 
                Hearing Impaired/Deaf 


                    
POSITION TYPE:	Special Education	FLSA STATUS:	exempt
DEPARTMENT:	Special Services	REPORTS TO:	Coordinator or executive   director of special Services
WORK CALENDAR:	SPE5	SALARY SCHEDULE:	certified salary schedule
CONTRACT DAYS:	182	STIPEND:	n/a
FULL TIME / PART TIME:	FULL - TIME	STANDARD WORK HOURS:	8:00 - 4:00
PAY FREQUENCY:	MONTHLY	LAST UPDATED:	6/28/24
  
         
 
Job Goal:
 
Develop/monitor IEPs and maintain records of designated students who have been determined eligible for special education and related services under the category of Hearing Impaired (including Deafness).  Addresses the educational, communication, and transitional needs of the students, as well as consults with the student’s teachers, administrators, and family about supports needed for the student.  Travels to multiple building sites to directly monitor students or collaborate with Edmond staff to effectively consult on issues to address the student’s individual needs.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:
 
  
 
1. Assist regular classroom teachers with appropriate educational          programming for students on an Individualized Education Program           (IEP) and how to implement the accommodations, including assistive technology in the classroom setting (e.g., sound field systems, personal FMs, closed caption, etc.).

2. Serve as Teacher of Record for designated students within the certification area of Deaf Education.  As Teacher of Record the responsibilities include writing a draft IEP for the staffing, schedule meetings, and completing all OSDE formal IEP paperwork.

3. Assist in reviewing files of new students to provide input to the team enrolling a student with Hearing Impairments or Deafness.

4. Participate as a member of the evaluations, including initial evaluations and re-evaluations by effectively summarizing audiograms and/or in a written format explain any audiological information for staffings and parent meetings.

5. Facilitate, and maintain records of appropriated annual audiological examinations of students on caseload.

6. Documents and maintain records regarding the type of services on the IEP to be able to write progress reports, including collaboration with professionals and parent contacts.

7. Meet annual deadlines to insure that IEPs are in compliance with all federal and state regulations, as well as meet the deadlines for 3 year re-evaluations. 

8. Provide professional development (informal and formal) for mainstream teachers, CA/Para IIs, Special Education Teachers, Related Service Personnel and other employees as needed, to share knowledge regarding the impact of the hearing loss, and use of a hearing aid or cochlear implants, sign language interpreter or a personal FM system.  

9. Consult with ESY staff and teachers during ESY sessions for students with hearing impairment or deafness.

10. Consult with and report to the Executive Director of Special Education on a regular basis regarding the needs of students with Hearing-Impaired/Deafness.

11. Communicate with teachers, students, parents and other staff members as needed using Sign Language (ASL, PSE, SEE), when      appropriate.  Also, provide training for staff and parents regarding basic sign language, if requested.
 
Length of Contract:           One hundred eighty-two (182) contract days, with optional days in summer set by the Director of Special Services to assist ESY services of students with disabilities (HI/Deafness)
 
Evaluation:    Performance of this job will be                            evaluated by the Coordinator of Special Education/Director of Special Services in accordance with the provisions of the Board’s policies and State law.  
 
Supervisory Responsibilities:
 
None.
 
Qualification Requirements:
 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
Education and/or Experience:
 
Appropriate Deaf Education Degree; prefer Master’s Degree in Deaf Education.  Three years of teaching experience required.
 
Certificates, Licenses, Registrations:
 
Valid Oklahoma teaching certificate in Hearing Impaired/Deafness K-12 (Oklahoma: Deaf/Hard of Hearing-2552)
 
Language Skills:
 
Ability to read, analyze, and interpret professional journals, technical procedures, or governmental regulations, policies, and ethical issues related to the provision for educational services of students with disabilities.  Ability to write reports, complete special education required paperwork, correspondence through email and other technology.  The ability to write procedure for students with Hearing Impairments/Deafness.  Ability to effectively present information and respond to questions from staff, parents, students and the general public.
 
Mathematical Skills:
 
Ability to use basic math skills to perform all job duties.  Maintain accurate records and support documentation for projects under the supervision of the position.
 
Reasonable Ability:
 
Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
Other Skills and Abilities:
 
Ability to use computer and computer related programs and other technologies needed to perform essential job functions. Ability to apply knowledge of current research and theory.  Ability to establish and maintain effective working relationships with students, staff, and the community.  Ability to organize and chair or facilitate committees and meetings.  Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies.
 
Physical Demands:
 
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
 
 
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds.  Specific vision abilities required by this job include close vision, distance vision, and depth perception.
 
Work Environment:
 
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee regularly works inside.  The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day and location.
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  The individual currently holding this position performs additional duties and additional duties may be assigned.
 
Revised June, 2024

 




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Openings as of 4/2/2025

Speech-Language Pathology Assistant (SLPA)

JobID: 4475

Position Type:
  Special Services Non-Certified/Speech-Language Pathology Asst. (SLPA)


Date Posted:
  10/5/2023


Location:
  SPECIAL SERVICES


  Additional Information:  Show/Hide
Temporary/Duration of Need Contract
181 Days per year
7 Hours per day
Grade 70 - $22.87- $24.87 an hour
Application Procedure:  Apply online

POSITION TITLE:      Speech-Language Pathology Assistant (SLPA)
DEPARTMENT:          Special Services
REPORTS TO:           Site Administrator
 
Job Goal:
Under the supervision of a speech-language pathologist, the SLPA will implement therapeutic activities through various service delivery models for students with disabilities. Provide consultation to general education teachers, special education teachers, support staff, and related service providers regarding language interventions and strategies to improve functional communication.  Function as a team member on the Individualized Education Program (IEP).    
 
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:
1. Works under the supervision of a speech-language pathologist
2. Self-identify as a SLPA to students, staff, families, and others
3. Maintain compliance with federal, state, and local regulations regarding FERPA, state licensing statutes and rules for scope of practice
4. Administer or score screenings for clinical interpretation by the SLP
5. Assist the SLP during assessment of students
6. Implements a variety of service delivery models as documented on the IEP
7. Provides direct therapy services to address IEP goals developed the the supervising SLP and IEP team
8. Provide consultation and coaching to facilitate varryover of skills
9. Establish and maintain appropriate data collection and progress reports
10. Share objective information (accuracy in communication skills, participation in therapy sessions, response to therapy) regarding the student in IEP meetings
11. Program augmentative and alternative communication (AAC) devices
12. Provide training and technical assistance to students and IEP team members.
13. Develop low-tech AAC materials for students. 
 
Length of Contract: One hundred eighty one (181) contract days.
 
Evaluation:   Performance of this job will be evaluated by the Coordinator of Special
                       Education/Site Administrator in accordance with the provisions of the Board's
                       policies and state law.
 
SUPERVISORY RESPONSIBILITIES:
None
 
QUALIFICATION REQUIREMENTS:
Must be able to perform each essential job duty satisfactorily, representing appropriate knowledge, skill, and ability in speech-language pathology.  Reasonable accommodations may be provided to enable individuals with disabilities to perform essential job functions. 
 
An SLPA must complete an approved course of academic study, complete a supervised clinical experience, successfully pass the ASHA Assistants Certification Exam, and meet credentialing requirements for the state in which they practice as outlined below.
 
EDUCATION AND/OR EXPERIENCE:
• Completion of an SLPA program from a regionally accredited institution (e.g., an associate degree, a technical training program, a certificate program) OR Bachelor’s degree in communication sciences and disorders
• Completion of a supervised clinical experience that consists of a minimum of one hundred (100) hours under the direct supervision of an ASHA certified SLP.
 
CERTIFICATES, LICENSES, REGISTRATIONS:
• Achieve a passing score on the ASHA Assistants Certification Exam (C-SLPA)
• State Licensure
 
LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively interpret and present information, as well as respond to questions from groups, staff, parents, and the general public.
 
MATHEMATICAL SKILLS:
Ability to plan budgets and use the mathematical skills required to do so.  Maintain accurate records and support documentation for projects under the supervision of the position.
 
 
REASONABLE ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS AND ABILITIES:
Ability to use computer and computer related programs and other technologies needed to perform essential job functions.  Ability to apply knowledge of current research and theory.  Ability to establish and maintain effective working relationships with students, staff, and the community.  Ability to organize and chair or facilitate committees and meetings.  Ability to communicate clearly and concisely both in oral and written form.  Ability to perform duties with awareness of all district requirements and Board of Education policies.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individual with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds.  Specific vision abilities required by this job include close vision, distance vision, and depth perception.
 
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee regularly works inside.  The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day and location.
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual currently holding this position and additional duties may be assigned.
 
 
 




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Openings as of 4/2/2025

Secondary Classroom Assistant II - Special Ed

JobID: 5918

Position Type:
  Student Assistance/Secondary Classroom Assistant II CA II) - Special Ed


Date Posted:
  10/31/2024


Location:
  SPECIAL SERVICES


Date Available:
  11/05/2024


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Temporary/Duration of Need Contract
177 Days
7 hours per day
Grade 35: $15.17- $17.21 per hour
Application Procedure: Apply online
Title:                                          Classroom Assistant II/Special Education                                          
Department:                             Special Services (Support)
Immediate Supervisor:           Special Education Teacher of Record

                                   
Job Objective:  Personal Care Assistant (PCA) while working under the direction of a licensed special education staff, will assist one or more students in accomplishing instrumental activities of daily living, health-related functions, redirection of behavior and other tasks as identified in an Individualized Education Programs (IEP), Section 504 plan or health plan for assigned students. PCA may be assigned to work with students who have physical disabilities, healthcare/medical needs or require other forms of specialized care. PCA will offer assistance to support students with needs such as safety, social, behavioral, and physical, while always striving to allow for appropriate levels of student independence. PCA assists the teacher with classroom preparation, organization, and documentation.
 
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:
 
1. Adhere to federal laws; state regulations; district policy; including maintaining confidentiality regarding students.
 
2. Adhere to all building site procedures; classroom management rules and routines; as well as safety practices and procedures in all work venues.
 
3. Responsible for following directives of certified school personnel and carrying through with all activities deemed appropriate by the teacher who has classroom instruction and management responsibilities.
 
4. Supervise designated student(s) in a variety of educational settings (e.g., classroom, playground, specials (P.E., Music, Art), arrival and departure from school, busses, hallways, media center, computer lab, transition program job sites, etc.).
 
5. Assist with implementation of accommodations and/or modifications in mainstream classroom.   
 
6. Accompany students to related services therapy sessions when appropriate.
 
7. Implement behavior modification techniques.
 
8. Mediate interpersonal conflicts between students.
 
9. Provide reinforcement and support according to IEPs and/or individual behavior plans.
 
10. Assist in preparation of classroom activities, materials, and subsequent follow-up/cleanup.
 
11. Collect data and documentation relative to student performance and behavior.
 
12. Demonstrate an understanding of prompt hierarchies (e.g., visual, verbal etc.).
 
13. Keep attendance; assist in calculations of data sheets.
 
14. Work with groups or individuals as instructed by the certified staff.
 
15. Supervise children during assemblies, rehearsals and performances of programs during the school day.
 
16. Supervise lunch and recess times.
 
17. Communicate with teacher all relevant observations and insights regarding the student’s program, behavior modifications, and progress of students.
 
18. If school site participates in Special Olympics, PCA will assist in teaching and conditioning of student preparation for Special Olympics; as well as accompany students to Special Olympics.
 
19. Assist students using the restroom, change diapers, clean-up after student accidents.
 
20. Assist with daily living activities (e.g., may include but not limited to, eating, brushing teeth, buttoning, zipping, shoe tying, combing hair, etc.).
 
21. Assist with pre-vocational skills (e.g., sorting, sequencing, job type task—sweeping, cleaning, etc.).
 
22. Attend in-service training sessions.
 
23. Maintain required certifications.
 
24. Other duties as assigned.
         
Length of Contract:  One hundred seventy-seven (177) contract days. 
Salary commensurate with experience on the negotiated agreement of the Support Employees of Edmond (SEE).
 
Evaluation: Performance of this job will be evaluated by Immediate Supervisor(s) in collaboration with Site Administration in accordance with the provisions of the Board's policies, state law, and the negotiated agreement with the Support Employees of Edmond (SEE).
 
SUPERVISORY RESPONSIBILITES:
None.
 
QUALIFICATION REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION AND/OR EXPERIENCE:
High School Diploma or General Education Degree (GED).
Former experience with children, particularly special needs children is preferred.
 
CERTIFICATES, LICENSES, REGISTRATIONS:
The following must be completed and maintained upon employment: Annual GCN training, maintain CPR, first aid, & CPI certifications.  Complete OSDE Pepper Module on Responsibilities and Ethics and ongoing professional development requirements of at minimum 6 hours per year as determined by the district.
 
LANGUAGE SKILLS:
PCA must have the ability to read and comprehend simple instructions, and to write simple correspondence.  The PCA will need to be able to effectively communicate in one-on-one and small group situations to students and other employees of the school district. Ability to follow directions.
 
MATHEMATICAL SKILLS:
PCA must have the ability to perform basic math operations, such as addition, subtraction, multiplication, and division in all units of measure, using whole numbers, common fractions, and decimals. Maintain accurate data records, which provide documentation of students’ programs under the supervision of the special education teacher, administrator, and other professionals as needed.
 
REASONING SKILLS:
PCA should have the ability to solve practical problems and deal with a variety of concrete variables.  Have the ability to interpret a variety of instructions furnished to the PCA in written, oral, chart/diagram, or scheduled format. Ability to use sound judgement and make decisions in the absence of supervisor and work independently. Ability to deal courteously and tactfully with all district personnel and students. Ability to develop effective working relationships with students, staff, and the school community.
 
 
OTHER SKILLS AND ABILITIES:
Ability to use computer and computer related programs and other technologies needed to perform essential job functions.  Ability to establish and maintain effective working relationships with students and district personnel.  Dress in appropriate clothing.  Demonstrate punctuality and good attendance, report absences as directed by administration.  Ability to perform duties with awareness of all district requirements and Board of Education policies.
 
Knowledge of confidentiality laws. Demonstrate caring and compassionate personality & patience.  Ability to make responsible judgments for students’ safety.
 
 PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individual with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds from a standing, kneeling or crawling position.  Specific vision abilities required by this job include close vision, distance vision, and depth perception.
 
WORK ENVIRONMENT:
 
Inside Edmond Public School District facilities, outdoors during all types of weather and in a variety of educational settings, playgrounds, and busses.  PCA is in regular contact with students, the general public and other EPS personnel.
 
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual currently holding this position and additional duties may be assigned.
 
 
 
 
                                                                                                           Rev. 6-28-21


 




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Openings as of 4/2/2025

Secondary Classroom Assistant II - Special Ed

JobID: 5678

Position Type:
  Student Assistance/Secondary Classroom Assistant II CA II) - Special Ed


Date Posted:
  8/8/2024


Location:
  SPECIAL SERVICES


Date Available:
  08/12/2024


Closing Date:
  ASAP


  Additional Information:  Show/Hide

Temporary/Duration of Need Contract
177 Days
7 hours per day
Grade 35: $15.17- $17.21 per hour
Application Procedure: Apply online
Title:                                          Classroom Assistant II/Special Education                                          
Department:                             Special Services (Support)
Immediate Supervisor:           Special Education Teacher of Record

                                   
Job Objective:  Personal Care Assistant (PCA) while working under the direction of a licensed special education staff, will assist one or more students in accomplishing instrumental activities of daily living, health-related functions, redirection of behavior and other tasks as identified in an Individualized Education Programs (IEP), Section 504 plan or health plan for assigned students. PCA may be assigned to work with students who have physical disabilities, healthcare/medical needs or require other forms of specialized care. PCA will offer assistance to support students with needs such as safety, social, behavioral, and physical, while always striving to allow for appropriate levels of student independence. PCA assists the teacher with classroom preparation, organization, and documentation.
 
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:
 
1. Adhere to federal laws; state regulations; district policy; including maintaining confidentiality regarding students.
 
2. Adhere to all building site procedures; classroom management rules and routines; as well as safety practices and procedures in all work venues.
 
3. Responsible for following directives of certified school personnel and carrying through with all activities deemed appropriate by the teacher who has classroom instruction and management responsibilities.
 
4. Supervise designated student(s) in a variety of educational settings (e.g., classroom, playground, specials (P.E., Music, Art), arrival and departure from school, busses, hallways, media center, computer lab, transition program job sites, etc.).
 
5. Assist with implementation of accommodations and/or modifications in mainstream classroom.   
 
6. Accompany students to related services therapy sessions when appropriate.
 
7. Implement behavior modification techniques.
 
8. Mediate interpersonal conflicts between students.
 
9. Provide reinforcement and support according to IEPs and/or individual behavior plans.
 
10. Assist in preparation of classroom activities, materials, and subsequent follow-up/cleanup.
 
11. Collect data and documentation relative to student performance and behavior.
 
12. Demonstrate an understanding of prompt hierarchies (e.g., visual, verbal etc.).
 
13. Keep attendance; assist in calculations of data sheets.
 
14. Work with groups or individuals as instructed by the certified staff.
 
15. Supervise children during assemblies, rehearsals and performances of programs during the school day.
 
16. Supervise lunch and recess times.
 
17. Communicate with teacher all relevant observations and insights regarding the student’s program, behavior modifications, and progress of students.
 
18. If school site participates in Special Olympics, PCA will assist in teaching and conditioning of student preparation for Special Olympics; as well as accompany students to Special Olympics.
 
19. Assist students using the restroom, change diapers, clean-up after student accidents.
 
20. Assist with daily living activities (e.g., may include but not limited to, eating, brushing teeth, buttoning, zipping, shoe tying, combing hair, etc.).
 
21. Assist with pre-vocational skills (e.g., sorting, sequencing, job type task—sweeping, cleaning, etc.).
 
22. Attend in-service training sessions.
 
23. Maintain required certifications.
 
24. Other duties as assigned.
         
Length of Contract:  One hundred seventy-seven (177) contract days. 
Salary commensurate with experience on the negotiated agreement of the Support Employees of Edmond (SEE).
 
Evaluation: Performance of this job will be evaluated by Immediate Supervisor(s) in collaboration with Site Administration in accordance with the provisions of the Board's policies, state law, and the negotiated agreement with the Support Employees of Edmond (SEE).
 
SUPERVISORY RESPONSIBILITES:
None.
 
QUALIFICATION REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION AND/OR EXPERIENCE:
High School Diploma or General Education Degree (GED).
Former experience with children, particularly special needs children is preferred.
 
CERTIFICATES, LICENSES, REGISTRATIONS:
The following must be completed and maintained upon employment: Annual GCN training, maintain CPR, first aid, & CPI certifications.  Complete OSDE Pepper Module on Responsibilities and Ethics and ongoing professional development requirements of at minimum 6 hours per year as determined by the district.
 
LANGUAGE SKILLS:
PCA must have the ability to read and comprehend simple instructions, and to write simple correspondence.  The PCA will need to be able to effectively communicate in one-on-one and small group situations to students and other employees of the school district. Ability to follow directions.
 
MATHEMATICAL SKILLS:
PCA must have the ability to perform basic math operations, such as addition, subtraction, multiplication, and division in all units of measure, using whole numbers, common fractions, and decimals. Maintain accurate data records, which provide documentation of students’ programs under the supervision of the special education teacher, administrator, and other professionals as needed.
 
REASONING SKILLS:
PCA should have the ability to solve practical problems and deal with a variety of concrete variables.  Have the ability to interpret a variety of instructions furnished to the PCA in written, oral, chart/diagram, or scheduled format. Ability to use sound judgement and make decisions in the absence of supervisor and work independently. Ability to deal courteously and tactfully with all district personnel and students. Ability to develop effective working relationships with students, staff, and the school community.
 
 
OTHER SKILLS AND ABILITIES:
Ability to use computer and computer related programs and other technologies needed to perform essential job functions.  Ability to establish and maintain effective working relationships with students and district personnel.  Dress in appropriate clothing.  Demonstrate punctuality and good attendance, report absences as directed by administration.  Ability to perform duties with awareness of all district requirements and Board of Education policies.
 
Knowledge of confidentiality laws. Demonstrate caring and compassionate personality & patience.  Ability to make responsible judgments for students’ safety.
 
 PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individual with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds from a standing, kneeling or crawling position.  Specific vision abilities required by this job include close vision, distance vision, and depth perception.
 
WORK ENVIRONMENT:
 
Inside Edmond Public School District facilities, outdoors during all types of weather and in a variety of educational settings, playgrounds, and busses.  PCA is in regular contact with students, the general public and other EPS personnel.
 
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual currently holding this position and additional duties may be assigned.
 
 
 
 
                                                                                                           Rev. 6-28-21


 




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