Behavioral Intervention Technician 29252

• This recruitment will be used to fill Itinerant vacancies for Elementary and Secondary sites.*
• *Itinerant Elementary and Secondary positions are generally 6 or 7 hours a day (30 or 35 hours per week)/ 9.5 months worked and include benefits.**
• ** Experience in a Special Education setting required. ***

Candidates who possess a valid and current CA teaching credential OR that possess a Bachelor's Degree AND have passed the CBEST will be placed at Step 6 of the salary range designated for this classification.

BASIC FUNCTION:

Under the direction of an assigned supervisor, assist with developing and implementing positive behavior intervention supports and services using research based positive behavioral intervention strategies and methodologies. This classification supports the development and implementation of behavioral and mental health components of students’ Individualized Education Plans (IEP), providing support to assist students in accessing their educational program.

REPRESENTATIVE DUTIES:

Work with program staff and students served through IEPs across multiple school sites to support delivery of positive behavior intervention strategies and progress monitoring of related behavior and social-emotional skills. Support implementation of practices and strategies to support student progress towards individual IEP goals in compliance with established policies and procedures. Assist teachers in development and implementation of instructional and behavioral support services using strategies aligned with, but not limited to, Applied Behavior Analysis (ABA) and other research based positive behavior intervention methodologies. Work with students 1:1 or in small groups in the classroom to support students in behavior management, self-regulation, and ready-to-learn skills as a function of data collection and progress monitoring support. Provide direct intensive 1:1 support for students who engage in aggressive or unsafe behaviors towards self or others and/or exhibit significant mental health needs. Support implementation of prompt fading strategies to increase student independence and/or less restrictive levels of support. Provide support to students by setting up work areas, visual supports, and materials to increase students’ communication skills and independence in accessing their educational setting. Assist with creation of specialized curriculum tasks/materials to support IEP goals, such as social stories, visuals, behavior supports, etc. Assist in the implementation of behavioral supports and instruction to students in various areas including critical life skills, play and social skills, pre-academic learning, motor skill development, social communication, social-emotional coping strategies, and personal hygiene. Support virtual and in-person data collection, creation of data sheets, monitoring, and analysis of data collection for behavior and social-emotional goals. Assist staff with graphing data in student data books, collaborating with case manager in analyzing and summarizing the data. Support the training of Behavior Intervention Instructional Assistants in data collection and strategy implementation to respond to and support student behavior skill needs, provide modeling and coaching in research-based strategies and methodologies such as ABA, mental health supports, etc. Attend in-person classroom sessions and virtual teaching sessions as needed to support the development of behavior intervention strategies, data collection, and progress monitoring. Assist in the development of Behavior Intervention Plans, providing input that assists with the identification of function of behaviors and functionally equivalent replacement behaviors. Assist in developing reinforcement inventories and reinforcement systems. Consult with teachers and instructional assistants for behavior management and progress on goals. Consult with case managers to prepare for IEP meetings and parent-teacher conferences. Collaborate with teachers to provide parent trainings and parent consultations to support student behavior at home. Maintain classroom environments in a safe, clean, and orderly condition, assuring the health and safety of students by following established health and safety practices and procedures which may include lifting, toileting and diapering as necessary. Maintain the confidentiality of student records and information according to established guidelines. Provide Professional Development for staff regarding positive behavior management techniques and strategies. Perform routine first aid as needed. Perform related duties as assigned as they relate to the classification.

EDUCATION AND EXPERIENCE:

Two years of behavior support experience in a school or home setting Completion of 2 years of college level training or equivalent experience in a related field Experience with specific behavioral strategies/programs (ABA, behavior management, mental health systems) preferred BCBA Certification preferred (or actively working towards obtaining it)

LICENSES AND OTHER REQUIREMENTS:

Valid certifications of First Aid, Adult/Child CPR, and AED must be obtained within the first six months of employment or be submitted at the time of application. Only certifications provided by American Heart Association, American Red Cross, or District approved provider for First Aid, Adult/Child CPR, and AED will be accepted. Online certifications will be accepted from these vendors as long as a hands-on skills assessment is completed. Valid California driver’s license.

KNOWLEDGE AND ABILITIES:

ABA techniques and other research based positive Autism-Spectrum Disorder ( ASD ) methodologies and supports. Training/Modeling techniques. Knowledge to determine need for physical restraint to maintain safety of students and staff. De-escalat e aggressive, elopement and other severe behaviors. Understand relationship between mental health needs and behavior. P hysically restrain students as necessary to control aggressive/unsafe behavior.

WORKING CONDITIONS:

ENVIRONMENT:

In-person/on-campus support for students and programs Indoor classroom settings Outdoor settings Virtual settings Travel to multiple District sites as assigned

PHYSICAL DEMANDS:

Assist in de-escalation strategies which may include physical restraint in accordance with district procedure Sitting or standin g for extended periods of time Sitting on the floor to work with students Bending at the waist, kneeling or crouching to assist studen ts Hearing and speaking to exchange info rmation and make presentations Seeing to read assignments and to monitor student activities Lifting severely handicapped students in and out of wheelchairs Physically manag ing aggressive student behavior Carrying, pushing or pulling to assist students in wheelchairs

HAZARDS:

Potential exposure to communicable diseases and contact w ith blood and other body fluids Potential exposure to physical injury from aggressive behavior In accordance with Personnel Commission Rules and Regulations of Classified Service # 70.200.1, new employees to Poway Unified School District will be placed at Step 1 (Minimum Salary) of the official salary range designated for the position. Any variances in initial placement are addressed in, and shall be carried out in agreement with, this rule. The Poway Unified School District (PUSD) is an equal opportunity employer/program and is committed to an active Nondiscrimination Program.PUSDprohibits discrimination, harassment, intimidation, and bullying based on actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics. For more information, please contact the Title IX/Equity Compliance Officer Associate Superintendent of Personnel Support Services, Poway Unified School District 15250 Avenue of Science, San Diego, CA 92128-3406 #J-18808-Ljbffr Poway Unified School District