BEHAVIOR INTERVENTION ASSISTANT (2216) at Glendale Unified School District
About the Employer
In Glendale Unified schools, we focus on maximizing student achievement, fostering students’ social and emotional growth, and creating a vibrant, inclusive environment where all children can learn and thrive. Glendale Unified is the third largest school district in Los Angeles County. We proudly serve 25,000 students in preschool through 12th grade and beyond. We proudly offer dual immersion programs in seven languages; Armenian, French, German, Italian, Japanese, Korean, and Spanish. Glendale Unified also offers six magnet schools focused on technology, world languages, and visual and performing arts, and a wide variety of Career and Technical Education pathways beginning in middle school. Through a collaborative partnership with Glendale Community College, Glendale Unified offers students multiple opportunities to earn college credit before they graduate from high school, including our Hoover Early College Academy and Glendale High Cloud Computing and Computer Science Academy. We are excelling together to provide our students with endless pathways for success! Several of our schools are recipients of prestigious awards such as: National Blue Ribbon Schools, California Distinguished Schools, California Gold Ribbon Schools, and Title I Academic Achieving Schools. Glendale Unified is a diverse school district that welcomes students and families from all over the world. Our students come from a wide range of ethnic, cultural, and socio-economic backgrounds and speak 35 different languages.
Job Summary
Job Summary
Assists a teacher in providing instructional and behavioral support to behaviorally challenged students in Special Education programs; monitors and redirects student progress regarding inappropriate behaviors and performance; supports acquisition of appropriate skills and behaviors; assists in meeting special needs which may include feeding and toileting students; performs a variety of responsible and specialized tasks in the physical care and classroom instruction of students with disabilities; assists students with disabilities in meeting the physical requirements of attending school; administers Intensive Behavior Intervention methods based on the Applied Behavior Analysis (ABA) model, including Discrete Trial Training (DTT), to identified Special Education students; performs a variety of clerical duties as assigned.
Job Description / Essential Elements:
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GLENDALE UNIFIED SCHOOL DISTRICT CLASS DESCRIPTION
BEHAVIOR INTERVENTION ASSISTANT
DEFINITION
Assists a teacher in providing instructional and behavioral support to behaviorally challenged students in Special Education programs; monitors and redirects student progress regarding inappropriate behaviors and performance; supports acquisition of appropriate skills and behaviors; assists in meeting special needs which may include feeding and toileting students; performs a variety of responsible and specialized tasks in the physical care and classroom instruction of students with disabilities; assists students with disabilities in meeting the physical requirements of attending school; administers Intensive Behavior Intervention methods based on the Applied Behavior Analysis (ABA) model, including Discrete Trial Training (DTT), to identified Special Education students; performs a variety of clerical duties as assigned.
DISTINGUISHING CHARACTERISTICS
Behavior Intervention Assistant: Assists a teacher in providing instructional and behavioral support to behaviorally challenged students in Special Education programs; monitors and redirects student progress regarding inappropriate behaviors and performance.
Education Assistant - Intensive Support: Provides one-on-one instructional and behavior support to designated students in a variety of educational settings including the community and classroom.
Assistant - Physically Handicapped: Performs a variety of responsible and specialized tasks in the physical care and classroom instruction of students with disabilities; and assists students with disabilities; in meeting the physical requirements of attending school.
SUPERVISION RECEIVED AND EXERCISED
Immediate supervision is provided by assigned personnel (classroom teacher, teacher specialist, and/or Behavior Intervention Specialist).
Indirect supervision is provided by administrative personnel.
No supervision is exercised over District personnel.
MAJOR DUTIES AND RESPONSIBILITIES
Supports instruction to individuals or small groups of students with special needs as assigned.
Monitors student conduct and utilizes approved behavior management techniques to redirect and modify inappropriate behaviors.
Assists students in prescribed learning activities.
Administers one-on-one ABA-based Intensive Behavior Intervention methods, including Discrete Trial Training (DTT), to designated students in a school setting as directed by supervisor or other specialist.
Participates in Intensive Behavior Intervention staff development in-services.
Implements documented therapy plans for Intensive Behavior Intervention treatment.
Monitors, observes and reports behavioral data of students according to approved procedures.
Assists students by providing appropriate modeling, emotional support, a friendly attitude, and general guidance.
Communicates with teachers and assigned staff regarding student progress.
Assists students upon arrival and departure at school and throughout the school day by repositioning in wheel chairs or other necessary equipment.
Assists students with washing, eating, toileting, and other personal care needs.
Assists students in learning proper personal hygiene and in developing self-sufficiency.
Provides basic emergency care as needed, including cardio pulmonary resuscitation (CPR) or basic first-aid until medical assistance arrives.
Performs specialized physical health care services such as suctioning, gastronomy tube feeding, catheterization, oxygen administration and care of related equipment, and administers medication as directed.
Changes sheets and linens and prepares cots and beds for rest periods.
Maintains activity rooms, equipment, and utensils.
Communicates students’ needs to the teacher.
Assist teacher in supervision of assigned students in physical and instructional activities.
Performs related tasks as required.
CLASS QUALIFICATIONS
Knowledge of:
Personal needs and behavior characteristics of children with disabilities, including special needs and requirements of students with Autism.
Instructional accommodations and modifications for students with disabilities.
Intensive Behavior Intervention methods and techniques.
Correct English usage, grammar, and spelling.
Oral and written communication skills.
Interpersonal skills using tact, patience, and courtesy.
Basic record keeping principles and procedures.
Classroom procedures and rules of conduct.
Basic emergency, first aid, and health care techniques.
Ability to:
Assist with instructional and related activities of a Special Education learning environment.
Implement behavior management techniques used with individuals with special needs.
Implement training techniques and chart behavior as directed by a teacher/specialist.
Provide one-on-one ABA-based Intensive Behavior Intervention methods to students, including Discrete Trial Training (DTT) as assigned.
Demonstrate a patient, receptive, and understanding attitude toward students.
Remain calm under stressful conditions.
Assist in physical transfer of students with disabilities (approximately 50 – 75 pounds).
Assist students with disabilities with personal care needs and activities.
Bend at waist, kneel, or crouch to assist students.
Sit or stand for extended periods of time.
Be dependable and punctual.
Complete tasks in a timely manner.
Maintain confidentiality of student and family information.
Establish and maintain cooperative and effective working relationships with school staff, supervisors, parents, and community agency representatives.
Observe, evaluate and report student progress to a teacher/specialist.
Understand and carry out oral and written directions.
Communicate effectively both orally and in writing.
Compile and maintain records and files; operate a variety of office machines.
EMPLOYMENT STANDARDS
Minimum Requirements:
Training and Education:
Consistent with the Every Student Succeeds Act (ESSA) of 2015 and other related legislation, candidates for this classification must meet the following standards:
The equivalent of graduation from high school and one of the following:
1. Completion of at least two years of study (48 semester units or 60 quarter units) at an institution of higher education; or
2. Attainment of an Associate of Arts degree or higher.
Additionally, completion of coursework at an accredited institution of higher education in child development, education, and/or psychology is desirable.
Verification will be required for high school graduation, college units, and degrees.
Experience:
One year of experience working with students with disabilities, including students on the autism spectrum, and some demonstrated experience implementing Applied Behavior Analysis (ABA)-based behavior intervention techniques; or
One year of experience at the level of an Education Assistant II or Assistant – Physically Handicapped, supplemented by District-approved training in the special needs requirements of students on the autism spectrum.
Desirable Qualifications:
Experience in observing and charting student behavioral data.
Training in implementing Intensive Behavior Intervention techniques.
Written and oral proficiency in a second language.
License or Certificate:
Positions in this classification require the use of personal transportation, and the possession of a valid California Class C driver’s license. Also, ability to be insured at standard vehicle liability and property damage insurance rates and maintain insurability.
Incumbents must obtain a valid First Aid and CPR certificate within the designated probationary period for this classification.
WORKING CONDITIONS
Employees in this classification must be physically and mentally able to perform the essential duties of the position without hazard to themselves or others.
Physical Demands:
Seeing to monitor students and to read a variety of materials; hearing, and speaking to exchange information.
Dexterity of hands and fingers to assist students and to operate a variety of assigned equipment.
Reaching in all directions, standing, stooping, bending at the waist, kneeling, or crouching to assist students. Sitting on the floor or rug to support a student.
Assisting in the physical transfer of approximately 50 – 75 pounds in order to move and/or assist students with feeding, toileting, diapering, and/or general hygiene.
Potential for contact with impulsive, frustrated and agitated students, who may demonstrate aggressive behaviors. Providing physical intervention as necessary for students in duress, at risk of injuring themselves or others including the use of non-violent crisis intervention techniques and physical restraints.
Helping students to engage in regular physical education activities, including but not limited to walking, biking, jumping rope, and running, safely and as needed, anywhere on school grounds.
Assisting with safety belt/harness for students and wheelchairs on buses; traveling on buses.
Driving a personal vehicle between work sites, within, or outside the district to conduct work, attend meetings, seminars, or training.
Working Environment:
Community or classroom environment, open campus, quad, and lunch areas.
Employees in this classification work indoors and outdoors with frequent interruptions. Indoor work environment is generally clean and the noise level can be moderate to high. When outdoors, may be exposed to weather conditions and temperature variations, and moving vehicles in open campus areas or perimeter of the school grounds.
Contact will be required with District staff and the public.
Variable hours and work sites.
12/2006 - Establishment of New Classification
06/13/2017 - Minor Revision to Employment Standards
09/18/2018 - Minor Revision to Employment Standards
06/09/2020 - Major Revisions to Class Description
Requirements / Qualifications
VERIFICATION OF COLLEGE UNITS OR DEGREES REQUIRED. COPIES MUST BE SCANNED AND ATTACHED TO THE ON-LINE APPLICATION. UNOFFICIAL TRANSCRIPTS OR ON-LINE VERIFICATION OF UNITS ARE ACCEPTABLE. APPLICATIONS WITHOUT VALID ATTACHMENTS WILL BE DISQUALIFIED. Minimum Requirements: Training: Consistent with the Every Student Succeeds Act (ESSA) of 2015 and other related legislation, candidates for this classification must meet the following standards: The equivalent of graduation from high school and one of the following: Completion of at least two years of study (48 semester units or 60 quarter units) at an institution of higher education; or Attainment of an Associate of Arts degree or higher. Additionally, completion of coursework at an accredited institution of higher education in child development, education, and/or psychology is desirable. Experience: One year of experience working with handicapped students, including students with autism, and some demonstrated experience implementing Applied Behavior Analysis (ABA)-based behavior intervention techniques; or One year of experience at the level of an Education Assistant II or Assistant – Physically Handicapped, supplemented by District-approved training in the special needs requirements of students with autism. Desirable Qualifications: Experience in observing and charting student behavioral data. Training in implementing Intensive Behavior Intervention techniques. Written and oral proficiency in a second language. License: Positions in this classification require the use of personal transportation, and the possession of a valid California Class C driver's license. Also, ability to be insured at standard vehicle liability and property damage insurance rates and maintain insurability. This job requires the ability to assist in physical transfer of students with disabilities (approximately 50 – 75 pounds).
TO APPLY: Visit www.gusd.net > Departments: Human Resources > Classified Employment > Classified Opportunities. No online application process available through EDJOIN. OPEN COMPETITIVE RECRUITMENT CURRENT VACANCIES: Various opportunities exist for permanent assignments. All positions are part-time (9.25 months per year, 6 hours per day), Monday through Friday, and include full benefits for the employee only. Assignments may be in any part of the district boundaries (Glendale, La Crescenta, or Montrose). SUCCESSFUL CANDIDATES WITH OFFERS OF EMPLOYMENT MUST BE AVAILABLE FOR MANDATORY TRAINING DATES IN LATE JUNE AND EARLY JULY. Note: A more complete list of requirements, duties, and responsibilities for this classification can be found at www.gusd.net > Departments: Human Resources > Classified Employment > Classified Job Descriptions.
Requirements / Qualifications
VERIFICATION OF COLLEGE UNITS OR DEGREES REQUIRED. COPIES MUST BE SCANNED AND ATTACHED TO THE ON-LINE APPLICATION. UNOFFICIAL TRANSCRIPTS OR ON-LINE VERIFICATION OF UNITS ARE ACCEPTABLE. APPLICATIONS WITHOUT VALID ATTACHMENTS WILL BE DISQUALIFIED. Minimum Requirements: Training: Consistent with the Every Student Succeeds Act (ESSA) of 2015 and other related legislation, candidates for this classification must meet the following standards: The equivalent of graduation from high school and one of the following: Completion of at least two years of study (48 semester units or 60 quarter units) at an institution of higher education; or Attainment of an Associate of Arts degree or higher. Additionally, completion of coursework at an accredited institution of higher education in child development, education, and/or psychology is desirable. Experience: One year of experience working with handicapped students, including students with autism, and some demonstrated experience implementing Applied Behavior Analysis (ABA)-based behavior intervention techniques; or One year of experience at the level of an Education Assistant II or Assistant – Physically Handicapped, supplemented by District-approved training in the special needs requirements of students with autism. Desirable Qualifications: Experience in observing and charting student behavioral data. Training in implementing Intensive Behavior Intervention techniques. Written and oral proficiency in a second language. License: Positions in this classification require the use of personal transportation, and the possession of a valid California Class C driver's license. Also, ability to be insured at standard vehicle liability and property damage insurance rates and maintain insurability. This job requires the ability to assist in physical transfer of students with disabilities (approximately 50 – 75 pounds).
TO APPLY: Visit www.gusd.net > Departments: Human Resources > Classified Employment > Classified Opportunities. No online application process available through EDJOIN. OPEN COMPETITIVE RECRUITMENT CURRENT VACANCIES: Various opportunities exist for permanent assignments. All positions are part-time (9.25 months per year, 6 hours per day), Monday through Friday, and include full benefits for the employee only. Assignments may be in any part of the district boundaries (Glendale, La Crescenta, or Montrose). SUCCESSFUL CANDIDATES WITH OFFERS OF EMPLOYMENT MUST BE AVAILABLE FOR MANDATORY TRAINING DATES IN LATE JUNE AND EARLY JULY. Note: A more complete list of requirements, duties, and responsibilities for this classification can be found at www.gusd.net > Departments: Human Resources > Classified Employment > Classified Job Descriptions.
Comments and Other Information
Prior to employment, a candidate must submit evidence of COVID vaccination and proof of freedom from tuberculosis. Also required after an offer of employment are a pre-employment physical exam (district-paid) and fingerprint clearance with the Department of Justice.
The Glendale Unified School District is an equal opportunity employer. We do not discriminate on any basis as prohibited by law, including, but not limited to, race, color, religion (creed), sex (including pregnancy, gender, gender identity or gender expression), age, national origin (ancestry), disability, marital status, sexual orientation, or military (veteran) status, in any of our activities or operations. The District supports diversity in our work and school environments, and encourages applicants of all backgrounds to apply. Applicants with disabilities who may require accommodation to fully participate in the application process are invited to contact the Chief Human Resources Officer at (818) 241-3111, Ext. 1259.
Comments and Other Information
Prior to employment, a candidate must submit evidence of COVID vaccination and proof of freedom from tuberculosis. Also required after an offer of employment are a pre-employment physical exam (district-paid) and fingerprint clearance with the Department of Justice.
The Glendale Unified School District is an equal opportunity employer. We do not discriminate on any basis as prohibited by law, including, but not limited to, race, color, religion (creed), sex (including pregnancy, gender, gender identity or gender expression), age, national origin (ancestry), disability, marital status, sexual orientation, or military (veteran) status, in any of our activities or operations. The District supports diversity in our work and school environments, and encourages applicants of all backgrounds to apply. Applicants with disabilities who may require accommodation to fully participate in the application process are invited to contact the Chief Human Resources Officer at (818) 241-3111, Ext. 1259.
Application Deadline
4/8/2022 5:00 PM Pacific
Date Posted
3/21/2022
Contact
Edwin Momartin
818-241-3111 Ext. 1256
818-241-3111 Ext. 1256
Number of Openings
Not Specified
Salary
Add'l Salary Info
$20.93 - $30.99 Hourly
Length of Work Year
9.25 mos
Employment Type
Part Time