(23-24) CL5859 Intensive Behavior Intervention Assistant @ District-Wide | Current Site Placement: Diamond Valley Middle School
Report Ad
Whatsapp
Posted : Sunday, August 04, 2024 08:19 PM
This position has been approved for the 23-24 school year.
Duration of position is contingent upon funding.
POSITION INFORMATION: Work Hours/Days: 6.
75 hours per day | Monday - Friday | Daily Work Hours: 8:45 am - 4:00 pm (Please note: hours are subject to change based on site needs) Work Year: School Session APPLICATION REQUIREMENTS All of the following documents MUST be attached to your application: 1) Updated Resume (Detailed, updated resume (relevant to this position) and work experience information is REQUIRED, as it will be factored for the recruitment process and salary placement) Meet the requirements for the No Child Left Behind Act with possession of an AA degree or higher or pass the District No Child Left Behind assessment test.
All applicants must complete the entire application including the required "Additional Questions.
" Failure to answer the additional questions will cause you to be screened out.
SKILLS EXAM: Only the most qualified candidates who require a skills exam will be contacted to attend testing.
SKILLS ASSESSMENT WAIVER: Applicants wishing to waive the testing requirement for this position MUST attach the following to their application: ** Proof of Associate degree or higher degree (if the diploma is unavailable, transcripts clearly showing applicant name, school name, and date diploma/degree was awarded will be accepted.
) WHAT HAPPENS AFTER I APPLY? Applicants will receive an email to complete a virtual recorded interview; this interview MUST be completed within 48 hours after the email is sent.
Applicants will then be notified via email on the status of their application.
It is very important to watch for District emails as all communications will be done by email ONLY.
Please check your spam settings on your email account to avoid missing these notifications.
The status of your application can be viewed on the Application Status tab in your TalentED account.
INTENSIVE BEHAVIOR INTERVENTION ASSISTANT (IBIA) JOB SUMMARY Under general supervision, to assist a certificated teacher in the supervision and instruction of special education students in a variety of educational settings including the home, community and classroom; to implement intensive behavior intervention programs for identified special education students; attend student progress meetings; assist student with and demonstrate proper physical care and hygienic needs; relieve the teacher of routine clerical duties; perform related duties as assigned.
The Intensive Behavior Intervention Assistant is distinguished from other instructional classifications by the varying locations at which work is performed, absence of immediate supervision, the independent judgment exercised and the special needs of the population served.
Positions assigned to this class are further distinguished by the emphasis on knowledge of methodologies found to benefit some children including, but not limited to, Applied Behavior Analysis (ABA), Discrete Trial Training (DTT), Picture Exchange Communication System (PECS), Treatment and Education of Autistic and related Communication-handicapped CHildren (TEACCH), and Professional Assault Crisis Training (ProACT).
Incumbents may be required to drive a personal vehicle to travel to student’s homes and other locations including the classroom and community and provide one-to-one intensive behavioral intervention services.
Other related duties may be assigned.
ESSENTIAL FUNCTIONS • Follow teacher’s lesson plans and assist in preparation of plans or develop own plans based on teacher’s direction and explanation of student’s physical and/or educational needs; • Under direct and/or indirect supervision, provide individual and group instruction and/or intensive behavior intervention in the school or home setting; • 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 identifying students needing remedial instruction in movement skills and providing activities for improvement of skills in body image, spatial awareness balance, locomotion, strength and agility; • Assist students with personal hygiene and in developing self-help grooming skills as appropriate, including, but not limited to: eating, washing, oral care, and toileting; • Assist in toileting and changing diapers as needed; • Assist students with medication according to establish guidelines and procedures; • Collect data and record anecdotal student progress notes, maintain and organize program notebooks, and implement behavior modifications; • Assist teacher with carrying out and assessing individual educational programs (IEPs) for students; • Assist teacher in preparing a variety of learning materials; • Set up work areas and prepare materials for instructional use; • Perform routine clerical tasks related to classroom record keeping and instructional material preparation; • Operate or learn to operate a variety of audiovisual equipment, office equipment, electronic teaching machines, assistive technology, and computer terminals; • Assist in administering, proctoring and scoring tests and charting student progress; • File and record test scores, grades and other data in student files; • Supervise students at lunch, on the playground, and on field trips; • Attend a variety of meetings, workshops, and in-service trainings to maintain current knowledge of special education practices; • May attend back-to-school nights and other school activities; • Respect confidential nature of pupil records and school reports; • Assist teacher with parent contacts.
KNOWLEDGE OFEMPLOYMENT STANDARDS • Basic techniques and methods of effective instruction with students; • Special characteristics of students with autism; • Basic child development principles and practices; • Applied Behavior Analysis (ABA); • Discrete Trial Training (DTT); • Principles and techniques of discipline and behavior modification; • Use of specialized equipment and assistive technology; • General purpose and goals of public education, specifically as it relates to special education; • Specific subject and content as required by job assignment; • Typing, filing, and other general clerical skills; • Well developed oral and written communication skills including correct English usage, punctuation, spelling, grammar and math; • Interpersonal skills including tact, patience and courtesy; • Record-keeping and report preparation techniques; • First Aid and CPR procedures; • Personal hygiene practices; • Health and safety regulations.
ABILITY TO • Provide one-to-one Applied Behavior Analysis (ABA) including Discrete Trial Training (DTT) to designated students in the home, community, or classroom; • Direct and instruct students; • Follow safety procedures and understand and carry out written & verbal instructions; • Work effectively with staff, students, and public; • Provide patient, sensitive, gentle and tactful assistance to students and parents; • Observe and manage behavior of students according to approved procedures; • Monitor and evaluate student progress; • Work independently with minimal direction; • Organize tasks and set priorities; • Maintain work pace; • Perform repetitive & varied tasks; • Prepare and maintain detailed case records and reports and perform routine clerical duties; • Prepare lessons and instructional materials for students; • Communicate effectively both orally and in writing; • Operate a variety of office and instructional equipment including a computer and assigned software; • Maintain confidentiality of sensitive and privileged information; • Demonstrate problem-solving skills and determine appropriate action within clearly defined guidelines; • Understand and work within scope of authority; • Observe health and safety regulations; • Obtain and maintain a valid First Aid Certificate and CPR Certificate; • Drive a vehicle to conduct work; • Establish and maintain effective relationships with those contacted in the course of work; • Respond appropriately to evaluation and changes in the work setting; • Manage multiple tasks; • Project a mature, constructive, stable and positive attitude in learning environment; • Learn pertinent procedures and functions quickly and apply them without close and immediate supervision; • Understand the basic concepts of child growth and development and possess a genuine liking of students; Training and Experience: • High school diploma or general education degree (GED) and possession of the knowledge and abilities listed above.
• Meet the requirements for the No Child Left Behind Act with possession of an AA degree or higher or pass the No Child Left Behind assessment test.
• Attendance and demonstration of proficiency for District-established training sessions is required for continued employment.
• Incumbents will be encouraged to participate in courses, seminars, and workshops in the area of autism and intensive behavior intervention.
• Work history demonstrating dependability, reliability, and good attendance; Requirements: • Must possess a First Aid and Cardiopulmonary Resuscitation (CPR) Certificate.
• Pass the District’s adopted Proficiency Examination with a satisfactory score.
• Positions in this classification require the use of a personal automobile, the possession of a valid California Class C Driver’s License and proof of current and appropriate auto insurance coverage.
If required to drive a District vehicle, must be insurable at standard market rates under the District’s insurance policy.
• Pass a physical to ensure ability to perform all physical requirements PHYSICAL DEMANDS AND WORKING CONDITIONS The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out the essential functions of the position.
Physical Demands Lift, repeatedly push, continuously pull, continually run, carry and drag up to 75 pounds (frequently); Walk, stand, continuous bending, stooping, reaching, twisting (frequently); Sit, look down, turn neck (frequently); Squat, kneel, climb stairs (frequently); Grasp/manipulate materials, equipment, and supplies (frequently); Use seeing, hearing & speaking (continuously).
Ability to apply appropriate techniques to mitigate the threat of harming self or others which could involve evading, blocking and restraining.
Working Conditions Working conditions include: Indoor classrooms, outdoor school yard & grounds, student’s homes, and community.
Exposure to student and playground noise (moderate); seasonal temperatures, dust and wind.
Reasonable accommodation may be made to enable a person with disability to perform the essential duties and responsibilities of the position.
EMPLOYMENT STATUS Bargaining Unit Position April, 2014
Duration of position is contingent upon funding.
POSITION INFORMATION: Work Hours/Days: 6.
75 hours per day | Monday - Friday | Daily Work Hours: 8:45 am - 4:00 pm (Please note: hours are subject to change based on site needs) Work Year: School Session APPLICATION REQUIREMENTS All of the following documents MUST be attached to your application: 1) Updated Resume (Detailed, updated resume (relevant to this position) and work experience information is REQUIRED, as it will be factored for the recruitment process and salary placement) Meet the requirements for the No Child Left Behind Act with possession of an AA degree or higher or pass the District No Child Left Behind assessment test.
All applicants must complete the entire application including the required "Additional Questions.
" Failure to answer the additional questions will cause you to be screened out.
SKILLS EXAM: Only the most qualified candidates who require a skills exam will be contacted to attend testing.
SKILLS ASSESSMENT WAIVER: Applicants wishing to waive the testing requirement for this position MUST attach the following to their application: ** Proof of Associate degree or higher degree (if the diploma is unavailable, transcripts clearly showing applicant name, school name, and date diploma/degree was awarded will be accepted.
) WHAT HAPPENS AFTER I APPLY? Applicants will receive an email to complete a virtual recorded interview; this interview MUST be completed within 48 hours after the email is sent.
Applicants will then be notified via email on the status of their application.
It is very important to watch for District emails as all communications will be done by email ONLY.
Please check your spam settings on your email account to avoid missing these notifications.
The status of your application can be viewed on the Application Status tab in your TalentED account.
INTENSIVE BEHAVIOR INTERVENTION ASSISTANT (IBIA) JOB SUMMARY Under general supervision, to assist a certificated teacher in the supervision and instruction of special education students in a variety of educational settings including the home, community and classroom; to implement intensive behavior intervention programs for identified special education students; attend student progress meetings; assist student with and demonstrate proper physical care and hygienic needs; relieve the teacher of routine clerical duties; perform related duties as assigned.
The Intensive Behavior Intervention Assistant is distinguished from other instructional classifications by the varying locations at which work is performed, absence of immediate supervision, the independent judgment exercised and the special needs of the population served.
Positions assigned to this class are further distinguished by the emphasis on knowledge of methodologies found to benefit some children including, but not limited to, Applied Behavior Analysis (ABA), Discrete Trial Training (DTT), Picture Exchange Communication System (PECS), Treatment and Education of Autistic and related Communication-handicapped CHildren (TEACCH), and Professional Assault Crisis Training (ProACT).
Incumbents may be required to drive a personal vehicle to travel to student’s homes and other locations including the classroom and community and provide one-to-one intensive behavioral intervention services.
Other related duties may be assigned.
ESSENTIAL FUNCTIONS • Follow teacher’s lesson plans and assist in preparation of plans or develop own plans based on teacher’s direction and explanation of student’s physical and/or educational needs; • Under direct and/or indirect supervision, provide individual and group instruction and/or intensive behavior intervention in the school or home setting; • 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 identifying students needing remedial instruction in movement skills and providing activities for improvement of skills in body image, spatial awareness balance, locomotion, strength and agility; • Assist students with personal hygiene and in developing self-help grooming skills as appropriate, including, but not limited to: eating, washing, oral care, and toileting; • Assist in toileting and changing diapers as needed; • Assist students with medication according to establish guidelines and procedures; • Collect data and record anecdotal student progress notes, maintain and organize program notebooks, and implement behavior modifications; • Assist teacher with carrying out and assessing individual educational programs (IEPs) for students; • Assist teacher in preparing a variety of learning materials; • Set up work areas and prepare materials for instructional use; • Perform routine clerical tasks related to classroom record keeping and instructional material preparation; • Operate or learn to operate a variety of audiovisual equipment, office equipment, electronic teaching machines, assistive technology, and computer terminals; • Assist in administering, proctoring and scoring tests and charting student progress; • File and record test scores, grades and other data in student files; • Supervise students at lunch, on the playground, and on field trips; • Attend a variety of meetings, workshops, and in-service trainings to maintain current knowledge of special education practices; • May attend back-to-school nights and other school activities; • Respect confidential nature of pupil records and school reports; • Assist teacher with parent contacts.
KNOWLEDGE OFEMPLOYMENT STANDARDS • Basic techniques and methods of effective instruction with students; • Special characteristics of students with autism; • Basic child development principles and practices; • Applied Behavior Analysis (ABA); • Discrete Trial Training (DTT); • Principles and techniques of discipline and behavior modification; • Use of specialized equipment and assistive technology; • General purpose and goals of public education, specifically as it relates to special education; • Specific subject and content as required by job assignment; • Typing, filing, and other general clerical skills; • Well developed oral and written communication skills including correct English usage, punctuation, spelling, grammar and math; • Interpersonal skills including tact, patience and courtesy; • Record-keeping and report preparation techniques; • First Aid and CPR procedures; • Personal hygiene practices; • Health and safety regulations.
ABILITY TO • Provide one-to-one Applied Behavior Analysis (ABA) including Discrete Trial Training (DTT) to designated students in the home, community, or classroom; • Direct and instruct students; • Follow safety procedures and understand and carry out written & verbal instructions; • Work effectively with staff, students, and public; • Provide patient, sensitive, gentle and tactful assistance to students and parents; • Observe and manage behavior of students according to approved procedures; • Monitor and evaluate student progress; • Work independently with minimal direction; • Organize tasks and set priorities; • Maintain work pace; • Perform repetitive & varied tasks; • Prepare and maintain detailed case records and reports and perform routine clerical duties; • Prepare lessons and instructional materials for students; • Communicate effectively both orally and in writing; • Operate a variety of office and instructional equipment including a computer and assigned software; • Maintain confidentiality of sensitive and privileged information; • Demonstrate problem-solving skills and determine appropriate action within clearly defined guidelines; • Understand and work within scope of authority; • Observe health and safety regulations; • Obtain and maintain a valid First Aid Certificate and CPR Certificate; • Drive a vehicle to conduct work; • Establish and maintain effective relationships with those contacted in the course of work; • Respond appropriately to evaluation and changes in the work setting; • Manage multiple tasks; • Project a mature, constructive, stable and positive attitude in learning environment; • Learn pertinent procedures and functions quickly and apply them without close and immediate supervision; • Understand the basic concepts of child growth and development and possess a genuine liking of students; Training and Experience: • High school diploma or general education degree (GED) and possession of the knowledge and abilities listed above.
• Meet the requirements for the No Child Left Behind Act with possession of an AA degree or higher or pass the No Child Left Behind assessment test.
• Attendance and demonstration of proficiency for District-established training sessions is required for continued employment.
• Incumbents will be encouraged to participate in courses, seminars, and workshops in the area of autism and intensive behavior intervention.
• Work history demonstrating dependability, reliability, and good attendance; Requirements: • Must possess a First Aid and Cardiopulmonary Resuscitation (CPR) Certificate.
• Pass the District’s adopted Proficiency Examination with a satisfactory score.
• Positions in this classification require the use of a personal automobile, the possession of a valid California Class C Driver’s License and proof of current and appropriate auto insurance coverage.
If required to drive a District vehicle, must be insurable at standard market rates under the District’s insurance policy.
• Pass a physical to ensure ability to perform all physical requirements PHYSICAL DEMANDS AND WORKING CONDITIONS The physical requirements indicated below are examples of the physical aspects that this position classification must perform in carrying out the essential functions of the position.
Physical Demands Lift, repeatedly push, continuously pull, continually run, carry and drag up to 75 pounds (frequently); Walk, stand, continuous bending, stooping, reaching, twisting (frequently); Sit, look down, turn neck (frequently); Squat, kneel, climb stairs (frequently); Grasp/manipulate materials, equipment, and supplies (frequently); Use seeing, hearing & speaking (continuously).
Ability to apply appropriate techniques to mitigate the threat of harming self or others which could involve evading, blocking and restraining.
Working Conditions Working conditions include: Indoor classrooms, outdoor school yard & grounds, student’s homes, and community.
Exposure to student and playground noise (moderate); seasonal temperatures, dust and wind.
Reasonable accommodation may be made to enable a person with disability to perform the essential duties and responsibilities of the position.
EMPLOYMENT STATUS Bargaining Unit Position April, 2014
• Phone : NA
• Location : Hemet, CA
• Post ID: 9108838861
