BEHAVIOR INTERVENTION ASSISTANT (2371)

Job Overview 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. 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). Salary and Benefits Salary: Positions in this classification start at the fourth step of the salary range at $31.48 per hour. Permanent employees may earn higher rates and receive merit increases each year up to the maximum amount ($39.50/​hr). 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). 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. 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 upon arrival and departure at school and throughout the school day by repositioning in wheelchairs or other necessary equipment. Assists students with washing, eating, toileting, and other personal care needs. Assists in physical transfer of students with disabilities (approximately 50–75 pounds). Provides basic emergency care as needed, including cardiopulmonary 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. Maintains activity rooms, equipment, and utensils. Changes sheets and linens and prepares cots and beds for rest periods. Assists teacher in supervision of assigned students in physical and instructional activities. Minimum Requirements Training and Education: Equivalent of high‑school graduation plus either: 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. Completion of coursework in child development, education, and/or psychology is desirable. Verification of high‑school graduation, college units, and degrees will be required. Experience: One year of experience working with students with disabilities, including those on the autism spectrum, and some demonstrated experience implementing Applied Behavior Analysis (ABA)–based behavior intervention techniques; or one year at the level of an Education Assistant II or Special Education Assistant 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. Statement of Non‑Discrimination The Board of Education is committed to equal opportunity for all individuals in education. District programs, activities and services shall be free from unlawful discrimination, harassment (including sexual harassment), intimidation, and/or bullying based on actual or perceived sex, race or ethnicity, color, national origin, nationality, religion, age, sexual orientation, sexual preference, ancestry, ethnic group identification, gender, gender expression, gender identity, physical or mental disability, marital or parental status, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics, or sexual harassment in any district service, program and/or activity that receives or benefits from state financial assistance. The Board shall promote programs which ensure that unlawful discriminatory practices are eliminated in all district activities. The District will take steps to assure that the lack of English will not be a barrier to admission and participation in district programs. A copy of the District’s Uniform Complaint Policy is available by calling (818) 241‑3111, Ext. 1457. Complaints alleging noncompliance with this policy of nondiscrimination should be directed to the following personnel: Title IX Coordinator: Dr. Kelly King, 223 N. Jackson St., (818) 241‑3111, Ext. 1209, View email address on click.appcast.io Section 504 Coordinator: Dr. Narineh Khemichian, 223 North Jackson, (818) 241‑3111, Ext. 1500, View email address on click.appcast.io Title II/ADA: Dr. Kelly King, 223 N. Jackson St., (818) 241‑3111, Ext. 1209, View email address on click.appcast.io #J-18808-Ljbffr Glendale Unified School District