Behavior Interventionist

Camino Nuevo Charter Academy (CNCA) is a community of high-performing public schools that utilizes a comprehensive approach to prepare students from preschool through high school for success in college and in life. We integrate academic rigor, community, family, and wellness to empower students to thrive in a culturally connected and changing world. Founded in 2000, Camino Nuevo Charter Academy students represent the neighborhood of MacArthur Park west of downtown Los Angeles, a community that is one of the most under-resourced and densely populated neighborhoods in Los Angeles. Currently, CNCA has six campuses that serve approximately 3,500 students from TK through 12th grade.

Organizational Mindsets

We believe that every individual who works at Camino Nuevo Charter Academy must embody key mindsets.

• Commitment to and belief in CNCA's mission and vision
• Belief in and embodiment of the CNCA Anchors in all aspects of the work
• Commitment to the vision of a progressive, socially-just education and is able to inspire others towards that vision
• Solution orientation and belief in supporting others to be the same
• Commitment to an asset-based, capacity-building approach
• Commitment to equity, diversity and inclusion
• Strong self-awareness and ability to reflect
• Ability to take ownership in the day-to-day and overall success of the organization

CNCA Anchors

• EXCELLENCE: We prepare our students to be social justice centered community members who are prepared for college, career, and/or technical pathways through outstanding education. We support staff in all positions to reach their highest levels of professional growth and development.
• EQUITY: We recognize, value, and support the individuality and experiences of all students and employees. To advance and achieve just outcomes, we respond to and meet their unique emotional, psychological, social, and learning needs.
• COMMUNITY: We are committed to our community's joy and diversity and celebrate the richness of the cultural and environmental contexts in which our students and families live.
• INNOVATION: We continuously learn, are curious, and implement new ideas, perspectives, and evidence-based methods in our work.
• JOY: We embrace high expectations while fostering curiosity, passion and a love of learning. By honoring the strengths and unique gifts of our students, families, and educators, we create communities where growth and celebration go hand in hand.
• BELONGING: We cultivate a culture in which all Camino students, staff, parents, and stakeholders feel welcomed, heard, included, respected, and appreciated.

The Opportunity

Under general supervision, the Behavioral Interventionist (BI) assists members of the Special Education Team in the supervision and instruction of special education students in a variety of educational settings. The BI implements intensive behavior intervention programs for the purpose of supporting students in achieving their academic, social, emotional, and behavior goals. The BI may attend student progress meetings, assist students with and/or demonstrate proper physical care and hygienic needs, and relieve the teacher of routine clerical duties.

Essential Functions

The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude the duties from the position if the work is similar, related or a logical assignment to this class.

• Assist Special Education staff with carrying out and assessing individual educational programs (IEPs) for students
• As part of a student's Special Education team, assist in implementing appropriate individualized instructional and behavioral plans and programs for assigned student(s), making adaptations as necessary under the direction of the Behavior Intervention Developer (BID), School Psychologist or School Counselor
• Under direct and/or indirect supervision, provide individual and group instruction and/or intensive behavior intervention in the classroom
• Perform specialized instructional assistance in areas of related service including, but not limited to, adaptive physical education, speech and language, and/or occupational therapy
• Assist in a student's developmental program, which may include language, gross and fine motor, cognitive, social, emotional, and self-help skills
• Assist in identifying students needing remedial instruction in movement skills and provide activities for improvement of skills in body image, spatial awareness balance, locomotion, strength and agility
• Assist students with personal hygiene including, but not limited to, eating, washing, oral care, toileting and diaper changing and/or develop self-help grooming skills as appropriate
• 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
• Learn and safely implement approved techniques, such as CPI for restraining students
• Assist students physically as required, implementing non-violent crisis interventions
• Record data daily on a variety of aspects of students' progress and behavior including, but not limited to, collecting data and anecdotal student progress notes
• Assist teachers in preparing a variety of learning materials and perform routine clerical tasks related to the classroom such as filing and recording test scores, grades and other data in student files
• Assist in administering, proctoring and scoring tests and charting student progress
• Set up work areas and prepare materials for instructional use
• Operate or learn to operate a variety of technology such as computers, audiovisual equipment, office equipment, electronic teaching machines, and assistive technology
• Supervise students before and after school, at lunch, on the playground, and on field trips
• Assist teachers with parent contacts
• Attend back-to-school nights and other school activities as requested and/or required
• Attend and participate in all relevant training sessions, meetings and professional growth activities as requested and/or required
• Respect confidential nature of pupil records and school reports
• Show patience, respect and compassion in working with students
• Other duties as assigned.

NON-DISCRIMINATION STATEMENT

Camino Nuevo Charter Academy (CNCA) prohibits discrimination, harassment, intimidation and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, parental, pregnancy, family or marital status, military status or association with a person or a group with one or more of these actual or perceived characteristics. Camino Nuevo Charter Academy requires that school personnel take immediate steps to intervene when safe to do so when he or she witnesses an act of discrimination, harassment, intimidation, or bullying.

Questions or complaints of alleged discrimination, harassment, intimidation and bullying, equity or Title IX equity and compliance concerns should be directed to Margarita Domingo, Vice President of Human Resources. She can be reached at View phone number on click.appcast.io or by mail at 3435 W Temple St. Los Angeles, CA 90026.

• Bachelor degree preferred
• Associates degree or a minimum of at least 48 semester units (60 quarter units) required
• One (1) year of paid or volunteer experience working with students with disabilities, including students with autism
• Training in implementing Behavior Intervention technique, as well as, demonstrated experience implementing Applied Behavior Analysis (ABA) based behavior intervention techniques.
• Ability to participate in courses, seminars, and workshops in the area(s) of autism and intensive behavior intervention
• Spanish and English fluency preferred
• Ability to work independently and in a team in a fast-paced environment required
• Ability to understand and navigate the political, social, economic, legal and cultural context facing urban charter schools and the students they serve