Interim Behavior Support Assistant

Description

ABOUT ASPIRE

Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998-in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through-Aspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation.

Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post-secondary lives. Every day, our community of students, families, teachers and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well-Being), Culture of Belonging, Community Partnership, Agency & Self-Determination, and Joy.

JOB SUMMARY

Support and implement best practices to remediate behavioral and social challenges for students. Serve as support to school personnel and parents. Assist in the development and implementation of behavior plans/services for students.


ESSENTIAL FUNCTIONS

• Supports classroom systems and procedures and helps manage student behavior to ensure all students are fully engaged in learning.
• Collaborate with faculty and families to ensure Behavior Intervention Plans and Behavior SSTs are implemented with fidelity
• Collaboratively work with students, parents and school staff to build a learning environment is safe and productive
• Partner with appropriate staff to provide support to students receiving mental health services that require behavioral support, per Individual Education Plans, Behavior Intervention Plans, and Behavior SSTs
• Provide individual or small group instruction and support to students
• Knowledge of, and ability to implement, de-escalation techniques
• Knowledge of child guidance principles and practices, especially as they relate to students with learning disabilities, developmental delays and autistic-like behaviors
• Ability to communicate effectively both orally and in writing
• Ability to handle emotionally charged situations through use of problem-solving and mediation techniques
• Ability to interact and collaborate with staff, students and families in a professional manner
• Ability to maintain confidentiality
• Ability to keep documentation and records of behavior support calls and parent communication
• Communicate professionally and effectively with families & caregivers about behaviors

Additional:

• Demonstrate knowledge of, and support, the Aspire Public Schools mission, vision, value statements including antiracism, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior
• Perform other related duties as required and assigned

QUALIFICATIONS

Competencies:

• Knowledge of child cognitive development and different learning styles.
• Ability and willingness to implement Behavior Intervention Plans.
• Ability and willingness to reflect and improve.
• Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative

to modify activities.

• Strong written and verbal communication skills; ability to collaborate with general education and

special education colleagues, parents and community.

• General Special Education Experience.
• Ability to work independently as a self-starter in a new organization.
• Ability to excel as a member of a team.
• Ability to work with an ethnically and economically diverse student body.
• Desire to work with a variety of populations of students with behavior needs.
• 2 to 3 years demonstrated in effective instructional practice/student management.

Minimum educational level:

• Associate's degree or successful completion of 48 units of college credit (or Paraprofessional)
• Bachelor's Degree preferred

Experience required:

• 2 + years working with students in an education or residential setting
• Trained in positive behavioral strategies used to prevent and de-escalate behavior
• Maintain training in Crisis Prevention Intervention (CPI) positive behavioral strategies used to prevent and de-escalate behavior by attending refresher courses within the designated time frame

Physical requirements:

• Moving self in different positions to accomplish tasks in various environments including tight and confined spaces.
• Remaining in a stationary position, often standing or sitting for prolonged periods.
• Moving about to accomplish tasks or moving from one worksite to another.
• Assessing the accuracy, neatness and thoroughness of the work assigned.
• Communicating with others to exchange information.
• Repeating motions that may include the wrists, hands and/or fingers.

Work authorization requirements:

• Clear the Department of Justice background screening
• Authorized to work in the United States
• Provide health (TB) clearance (renewed every four years)

WORK ENVIRONMENT

The work environment characteristics are representative of those in a normal office, classroom/school setting which one might encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Work indoors in a standard office environment, computer lab, and/or classroom environment
• Work is performed in indoor and outdoor environments
• Exposure to dust, oils, and cleaning chemicals
• Some exposure to childhood and other diseases in a school environment
• May be required to work outside of typical work days and office hours to meet operational deadlines

Compensation: Hourly rage depending on years of experience $24.48-$44.34.


Aspire Public Schools is an equal opportunity employer and does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, marital status, veteran status, or any other occupationally irrelevant criteria. Aspire promotes affirmative action for minorities, women, disabled persons, and veterans.


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