Senior Instructional Assistant - Behavior

This is a Promotional and Open recruitment to establish an eligibility list, fill vacancies, and hire substitutes. Substitutes work on an as-needed basis to fill in for absent employees. The eligibility list will be used to fill permanent vacancies which may occur during the life of the eligibility list. In a promotional and open recruitment, the promotional list shall take precedence. When the promotional list contains fewer than three eligible and willing employees, certification of additional ranks shall then be made from the open list. Positions in this classification are part-time, 30 - 32.50 hours per week, 11 months/184 workdays per year. The recruitment process will consist of a written and/or an oral technical interview. Testing may occur on a weekly basis. Qualified applicants will be notified by email. Recruitment will close without warning when sufficient applications have been received. EQUAL OPPORTUNITY, TITLE IX, AFFIRMATIVE ACTION EMPLOYER The Downey Unified School District does not engage in any employment practice that discriminates against an employee or applicant for employment on the basis of actual or perceived race, color, ancestry, national origin, religion, creed, age, disability (mental or physical), sex, gender (including pregnancy and childbirth), sexual orientation, gender identity, gender expression, medical condition, genetic information (including family and medical history), marital status, political affiliation, military and veteran status, or retaliation; or on any other basis as protected by state, federal or local law, ordinance or regulation, in its educational program(s) or employment. No person shall be denied employment solely because of any impairment which is unrelated to the ability to engage in activities involved in the position(s) or program for which application has been made. If you need a reasonable accommodation to participate in the hiring process, Downey Unified School District will provide you with one upon notice.

BASIC FUNCTION:

Under the direction of an assigned supervisor, assist a certificated teacher or specialist in providing instructional support to individuals or small groups of students with disabilities in a Special Education program; provide behavioral support to students with challenging behaviors, collect behavioral data, implement behavior intervention plans, utilize behavioral strategies to support student progress toward Individual Education Program (IEP) goals, monitor, redirect and de-escalate students during behavioral emergencies; assist in meeting specific student needs which may include feeding and toileting students; and perform a variety of instructional, behavioral, and clerical duties as assigned.

DISTINGUISHING CHARACTERISTICS:

Senior Instructional Assistant-Behavior staff work with children with significant behavioral needs. Senior Instructional Assistant Behavior staff use behavioral intervention strategies to, redirect, form and modify challenging behaviors and they teach and reinforce new behaviors. They work within special education programs that work toward increasing the students' academic, social-emotional, adaptive, and vocational independence by focusing on their behavioral needs. Collect behavioral data, conduct observations, monitor progress,and record behavioral incidents of students with disabilities according to approved District procedures; report academic, behavioral, vocational, social-emotional, and daily living skills progress toward IEP goals. Utilize evidence-based behavior management strategies to redirect and reduce challenging behaviors and teach and reinforce pro-social behaviors. E Provide instructional support to individuals or small groups of students with disabilities, reinforcing the instruction as provided by the teacher. E Monitor progress and provide assistance to students in prescribed learning activities during classroom instruction or related services. E Utilize and implement basic digitized instructional programs and applications for student learning and/or progress monitoring, and utilize the District's Learning Management System to support the students' instructional program. E Collect behavioral data and maintain behavioral records on the implementation of behavior intervention plans and student progress on behavioral goals with fidelity. E When necessary, and with the support of the classroom team, use Nonviolent Crisis Prevention and Intervention strategies to prevent and/or de-escalate behavioral emergencies; reducing risk of injury and enhancing the safety of the students and staff. E Collaborate with and support teachers to ensure the appropriate strategies are utilized, the needed programs are implemented, and necessary materials are developed to meet student needs. E Assure the health, safety, and well-being of students by following District established health and safety practices and regulations. E Provide students with disabilities with the necessary instructional supports to acquire the necessary self-help skills to maximize their independence. Assist students with learning personal hygiene; wash hands and faces; monitor individual toilet training schedules; toilet students and change diapers; change clothing as needed. E Administer first aid and CPR as needed to students with chronic and acute medical problems. E Provide support to the classroom teacher by setting up work areas, displays and exhibits, operating audio-visual equipment, operating educational training equipment, and distributing and collecting paper and supplies. E Perform routine custodial duties to maintain assigned facility in a clean and sanitary condition. E Supervise and direct students at all times including lunch time, group activities, field trips, on the playground, and when mainstreamed into another class as needed; supervise the loading and unloading of students on school buses as assigned. E Participate in meetings and in-service training programs as assigned. E Perform related duties as assigned. E Note: At the end of some of the duty statements there is an "E" which identifies essential duties required of the classification.

KNOWLEDGE OF:

Behavior intervention strategies including, but not limited to, NonviolentCrisis Prevention Intervention approaches, applied behavior analysis (e.g, systematic prompting with fading, reinforcement systems), positive behavior intervention plans, and communication-based strategies. Basic child guidance principles and practices, especially as they relate to students with learning disabilities. Reading, writing, and mathematics. Correct English usage, grammar, spelling, punctuation and vocabulary. Safe practices in classroom and playground activities. Basic classroom management strategies. Basic instructional strategies. Basic record-keeping techniques. Behavioral data collection and management. First Aid and CPR procedures.

ABILITY TO:

Use appropriate interpersonal relations using tact, patience and courtesy. Demonstrate empathy, friendliness, patience and responsibility. Work collaboratively with the classroom teacher and school staff to support students' academic, behavioral, vocational, social-emotional, and self-help learning. Communicate effectively, in a positive manner, with all staff, students, and families. Implement behavior management strategies used with students with disabilities. Implement strategies learned in District provided trainings. Assist with all aspects of the instructional programs and related services in Special Education. Assist with developing instructional materials for classroom and student use. Understand the developmental needs of students' disabilities. Develop rapport with students that are unique and have diverse needs. Perform routine clerical duties such as filing, creating and maintaining records. Understand and follow oral and written directions. Read and follow District and school rules, regulations, policies,procedures and professional expectations. Work cooperatively with others. Maintain confidentially of sensitive and privileged information. Operate instructional and office equipment. Work in a stressful environment and respond quickly when behavioral emergencies occur. Any combination equivalent to: Graduation from high school and one year of experience working with students in an instructional setting, or graduation from high school, completion of the Downey Unified School District Training Our Paraeducators for Success (TOPS) Program and six months experience working with children in an instructional setting. One year's experience with behavioral data collection preferred. Training in implementing behavior analysis techniques is highly desirable.

LICENSES AND OTHER REQUIREMENTS:

Valid First Aid and CPR Certificates issued by an authorized agency, as well as meeting requirements to keep certificates current. Some positions in this class may be required to speak, read, and write in a second designated language. Senior Instructional Assistants - Behavior who assist in classroom instruction must meet the education and experience requirement and the following requirements as set forth in the Every Student Succeeds Act (ESSA): Must pass assessment that demonstrates knowledge of and the ability to assist in teaching reading, writing and mathematics OR reading, writing, and mathematic readiness OR, may meet requirements with completion of two years of higher education study OR possession of an Associate's or higher-level degree in the field of education, or related field of study.

WORKING CONDITIONS:

ENVIRONMENT:

Special education, computer-assisted learning, or classroom environment.

PHYSICAL ABILITIES:

Seeing to monitor student behavior during classroom activities, hearing and speaking to provide assistance and information related to classroom assignments, dexterity of hands and fingers to operate a computer, audio-visual and other educational training equipment, bending at the waist, kneeling, and standing and walking for extended periods of time; lifting, carrying, pushing and/or pulling students weighing up to 40 lbs. unassisted, and over 40 lbs. with assistance.

HAZARDS:

Aggressive behavior of students and emergency situations. May be subject to physical and emotional outbursts by students, including such behaviors as kicking, spitting, scratching and biting. #J-18808-Ljbffr Downey Unified School District