Behavior Intervention Technician

Under the general direction of the Supervisor Behavior Analyst the Behavior Intervention Technician assists school sites with social emotional and behavioral support by providing strategic services that identify and address the issues that interfere with the educational process. This position works with the principal or designee teachers support staff students parents and community to coordinate the identification and implementation of strategies for identified atrisk students exhibiting inappropriate or challenging behaviors and assists in meeting the behavioral educational and socialemotional needs of students. The incumbents in this classification provide the school community with behavioral support services which directly supports student learning and achievement.

The following alphabetical list of functions duties and tasks is typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform other closely related or departmentspecific functions duties and tasks from those set forth below to address business needs and changing business practices.

• Assists students in class both individually and group settings to manage their own personal behaviors.
• Assists the Behavior Analyst in the development and implementation of positive behavior intervention plans aligned to evidence based practices such as Applied Behavior Analysis (ABA) and/or other evidencebased methodologies related to addressing the needs of students that are experiencing behavior difficulties.
• Assists with communication for school staff (e.g. teachers principal paraprofessionals nurse) to share information pertaining to instructional strategies student progress applied behavioral strategies and interventions developed by the Behavior Analyst.
• Attends meetings and professional development as required.
• Collects data to support functional behavior assessments and provide ongoing behavior intervention planning and review ensuring treatment fidelity/integrity.
• Conducts interviews and observations at initial assessment and at other times as needed.
• Coordinates and maintains a productive daily schedule for completing reports onsite support activities behavior intervention plan implementation and other duties.
• Establishes collaborative relationships with teachers administrators outside mental health agencies community groups police officers and families to facilitate services for students.
• Establishes rapport and meaningful relationships with referred children (caseload) to reduce their dysfunctional behavioral in and out of the classroom: to improve their behavior educational performance and social relationships.
• Maintains confidentiality and makes a clear distinction between public and confidential information.
• Observes and assists in emergencies involving aggressive or uncontrolled behavior of identified students according to approved Crisis Prevention Intervention (CPI) procedures as trained.
• Participates as a positive team member for the purpose of enhancing and sharing knowledge and skills for the delivery of best practices.
• Participates in ongoing inservice instructional workshops and other training sessions as provided.
• Provides progress monitoring for identified students; reports progress regarding student performance and behavior to assist students to achieve their personal best.
• Provides teachers psychologists counselors and others support through training coaching and modeling positive interventions strategies for students; model identified behavior techniques and reinforcement strategies.
• Uses behavior management techniques and other approaches to achieve prescribed goals with individual children experiencing school adaptation problems of a behavioral and/or educational nature.
• Performs other related duties as assigned for ensuring the efficient and effective functioning of the work unit and the District including various mandatory District trainings.

KNOWLEDGE SKILLS AND ABILITIES

(At time of application)

Knowledge of:

• Basic concepts of child growth and development
• Behavior management strategies such as Applied Behavior Analysis and techniques relating to pupils who experience frequent maladaptive behaviors
• TraumaInformed Behavior Analysis (TIBA) assessments and practices for students
• SST IEP and 504 processes
• HIPPA and FERPA laws
• Accurate recordkeeping and data collection techniques
• Operation of a computer and related software
• Methods and techniques of data analysis
• District organization operations procedures policies objectives and goals

Skills and Abilities to:

• Read write and speak English proficiently
• Demonstrate understanding patience and receptive attitude toward students of varied age groups
• Model appropriate behavioral interventions and provide support to other staff members
• Learn behavior intervention strategies and procedures such as identifying antecedents and consequences of behavior
• Establish and maintain cooperative and effective working relationships with a diverse range of people
• Keep accurate records including in data collection
• Communicate effectively both orally and in writing
• Meet schedules and timelines
• Learn new or updated computer systems/programs to apply to current work
• Actively participate in meeting District and department goals and outcomes
• Apply integrity and trust in all situations.

RESPONSIBILITY:

Responsibilities include working under limited supervision following standardized practices and/or methods; providing information and /or advising others; and operating within a defined budget. Utilization of some resources from other work units is often required to perform the jobs functions. There is continual opportunity to affect the organizations services.

At time of application and in addition to the Knowledge Skills and Abilities listed above.

EDUCATION REQUIRED:

High school diploma or equivalent ANDcompletion of 48 units from a nationally accredited college or university or A.A. degree or higher or passage of a local assessment test that meets the standards of Every Student Succeeds Act (ESSA). Bachelors degree preferred

EXPERIENCE REQUIRED:

Two 2 or more years of experience working with children that exhibit inappropriate or explosive behavior.

LICENSE(S) REQUIRED:

• Registered Behavior Technician certification (RBT) 40hour program) within six months (failure to do so will result in termination)
• Valid First Aid/CPR Certificate within six months (failure to do so will result in termination)
• Nonviolent Crisis Preventive Intervention (CPI) within six months(failure to do so will result in termination)
• Valid current California Drivers License to travel to various school sites.

CERTIFICATIONS AND TESTING REQUIRED:

• Pass the Districts applicable proficiency exam for the job class with a satisfactory score
• After offer of employment obtain:
  • Criminal Justice and FBI Fingerprint Clearance
  • Negative TB test result plus periodic postemployment retest as required (currently every four years)
  • Preemployment physical exam B through Districts provider at Districts expense

SALARY SCHEDULE:
Classified Salary Range: 24
Work Calendar: 218 Days
Work Location: Health & Wellness Department
Work Hours: 7:30 am 4:00 pm8 hours/day)

*Materials Required:*
1. Completed application
2. Proof of High School Diploma or Equivalency
3. Copy of official college transcript indicating the completion of fortyeight 48 units from a nationally accredited college or university orA.Adegree or higher OR passage of a local assessment test that meets the standards of Every Student Succeeds Act (ESSA)
4.Nonviolent Crisis Preventative (CPI) certification if completed
5. Registered Behavior Technician certification (RBT) if completed
6. Valid First Aid/CPR Certificate if completed

**MUSD offers a local Paraprofessional assessment test that meets the standards of the Every Student Succeeds Act (ESSA). To be invited to take the assessment you must complete an online application through this website. For more information please contact Personnel Specialist Alejandra VenegasChaves at.*

*PC RULES 5.2.1.2 5.2.1.2 Inhouse employees will have first consideration for the position. If sufficient candidates are not available to complete the three ranks the Personnel Commission will move to include outside candidates.

The examination process will include screening to ensure applications are complete and meet all minimum qualifications. No additional information will be accepted from applicants once the application has been submitted.Only the most qualified applicants who pass the minimum qualifications review will be invited to the examination process.