Behavior Intervention Technician

Job Summary & Examination Date 2627-27 (Dual-Merged)

BASIC FUNCTION:

Under the direction of assigned administrator, support implementation of student behavior support plans; assist in both instructional and non-classroom related activities to support students’ academic and social-emotional learning; assist in developing and implementing behavior support plans.

Site Based BIT (Site specific support for all grade levels at that school) A site based behavior intervention technician will be responsible for supporting students with challenging behavior at assigned site only. The site based BIT will work with the school site’s administration to determine daily activities and responsibilities and will participate as a positive team member for the purpose of enhancing and sharing knowledge and skills for the delivery of best practices. Site based BIT will assist students, both in individual and group/classroom settings, to manage their own personal behaviors in and out of the classroom. Site based BIT will establish and build rapport and meaningful relationships with students on campus and be available and able to support any child who attends that school site in need of behavioral or social emotional support though this level of support is reserved primarily for tier 2 and tier 3 level challenges. Site based BIT may also support students who have been referred to help them calm and return to the classroom setting. Site based BITs will be called in to support behavior escalations and safety needs. Site based BIT will tutor individual or small groups of students, reinforcing instruction as directed by the administrator or teacher, monitors and overseas student drills, practices and assignments in various subjects, confers with the staff concerning lesson plans and materials to meet student needs, assists with the implementation of lesson plans. Site based BIT will collect and manage student data and create visual supports and materials as needed. An ideal candidate will demonstrate a high level of independence, but also be able to work well with teams and build rapport with staff. An ideal candidate would also need to demonstrate flexibility and a willingness to work with students who display ongoing aggressive and challenging behaviors.

An examination will be given to establish an eligibility list for the position of Behavior Intervention Technician in order to fill existing and future vacancies. This position is part-time, 6.0 hours per day, 206 paid days per year. The eligibility list will be valid for 6 months or until exhausted (whichever comes first). Based upon the information provided in the application materials, the most qualified applicants will be invited for further examination which may include application screening, supplemental questions, oral interview, or any combination thereof.

APPLICATION PROCEDURE:

A completed application for employment must be received by 4:30 p.m. on the closing date. Faxed materials are not acceptable.

ESSA COMPLIANCE- The Behavior Intervention Technician classification requires that all incumbents meet the Every Student Succeeds Act (ESSA) requirements. This can be accomplished by one of the following: a) 2 years of completed study at an institution of higher learning (48 units or more with transcripts submitted with application), b) an Associate's Degree or higher (copy of degree submitted with application), OR c) by passing the District ESSA exam.

The Merit exam is for those who have submitted a classified application, meet minimum qualifications, and have satisfied the ESSA requirements above.

All testing will take place at La Mesa – Spring Valley School District's Education Service Center, 4750 Date Avenue, La Mesa, CA 91942 (Phone: 619-668-5700) unless notified otherwise. Test starts promptly at the scheduled time. Latecomers will not be admitted. Candidates will be required to present valid photo identification prior to sign-in. Examples of Duties

ESSENTIAL DUTIES:

Administer basic first aid and CPR as needed. Assist with communication with school staff, to share information pertaining to instructional strategies, behavioral strategies, and interventions. Assist with parent contact, conferences and other activities related to the behavioral needs of caseload students. Assists school staff in the development and implementation of behavior support plans. Assists students, both in individual and group settings, to manage their own personal behaviors in and out of the classroom; to improve their behavior, educational performance, and social relationships. Assists students in completing classroom assignments, homework and projects; assures student understanding of classroom rules and procedures; assists students by answering questions, providing proper examples. Collects data and writes related reports for the purpose of on-going behavior support planning and review. Confers and interacts with district and site staff, site administrator, school psychologist and other designated staff for the purpose of documentation, and activities related to the behavior intervention. Confers/Coordinates with mental health and attendance committees/agencies for the purpose of communication regarding needed services for students. Coordinates and maintains a productive daily schedule for the purpose of completing reports, on-site support activities, behavior support and intervention plan implementation, and other duties. Establish rapport and meaningful relationships with referred children (caseload) to reduce their dysfunctional behaviors. Maintains appropriate records to preserve the history and progress of behavioral strategies. Participates as a positive team member for the purpose of enhancing and sharing knowledge and skills for the delivery of best practices. Reads books to/with students and observe their reading abilities as assigned; assists students with letter and word pronunciation and recognition; assists students with math, spelling and writing exercises and assignments. Tutors individual or small groups of students, reinforcing instruction as directed by the teacher; monitors and oversees student drills, practices and assignments in various subjects; confers with the teacher concerning lesson plans and materials to meet student needs; assists with the implementation of lesson plans.

OTHER DUTIES:

Attends and participates in meetings, in-service trainings, workshops and conferences. Performs related duties as assigned. Minimum Qualifications

EDUCATION AND EXPERIENCE:

Any combination equivalent to: high school diploma or equivalent, and associate’s degree, or some college coursework in a related area of study. Two years of experience working directly with students with behavioral difficulties in an educational setting, developing, implementing, and supporting behavior support and intervention plans; experience or documented training in collecting behavioral data in a school or home setting.

Incumbents must meet requirements specified under Every Student Succeeds Act (ESSA). Special Qualifications include: •Completed at least two years of study at an institution of higher education OR •Obtained an associate’s or higher degree (college level) OR •Met (pass) a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment, knowledge of, and the ability to assist in instructing, reading, writing and mathematics.

LICENSES AND OTHER REQUIREMENTS:

Successful passage of the District’s Job Related Proficiency Test. Valid First Aid and CPR Certificate issued by an authorized agency. Valid California Class C Driver’s License and Evidence of Insurability. Knowledge, Skills and Abilities

KNOWLEDGE OF:

Behavioral principles and social interaction facilitation. Data collection strategies. Functional skills of daily living such as attention management, relational interaction, grooming and hygiene, and anger management. Instructional methodologies and tutorial procedures and practices for students with pervasive developmental disorders. Interpersonal skills using tact, patience, and courtesy. Operation of a computer and assigned software. Oral and written communication skills. Positive behavior support and intervention techniques and instructional methodologies. Principles and practices of training. Principles of positive discipline. Proper methods of storing equipment, materials and supplies. Reading and writing English communication skills. Record-keeping and report preparation techniques. Use conversation, group discussions, tutorials, behavior management techniques, and other approaches to achieve prescribed goals with individual children experiencing school experiencing adaptation problems of a behavioral and/or educational nature;

ABILITY TO:

Administer first aid/CPR as necessary. Analyze situations accurately and adopt an effective course of action. Apply positive behavior support and intervention techniques and instructional methodologies. Assist in developing and implementing behavioral support plans. Assist with maintenance of student records. Collect and maintain data. Communicate effectively and maintain cooperative relationships. Communicate effectively orally and in writing. Demonstrate enthusiasm for and interest in the instructional program. Drive to conduct work. Establish and maintain cooperative and effective working relationships with others. Learn structured teaching principles. Maintain confidentiality of student records and communications. Meet schedules and time lines. Model specialized strategies and techniques. Operate a computer and assigned office equipment. Oversee and participate in the preparation and maintenance of records and reports. Physically restrain pupils as necessary to control violent behavior. Prepare and adapt materials to enhance student performance. Prepare and maintain accurate records and confidentiality of student information. Provide student assistance in developing functional skills of daily living. Recognize and understand serious behavior challenges. Understand and explain the impact of pervasive developmental disorders on learning. Understand and follow oral and written directions.

WORKING CONDITIONS:

ENVIRONMENT: Indoor/classroom environment.

PHYSICAL DEMANDS:

Dexterity of hands and fingers to operate standard office and classroom equipment and perform assigned duties. Sitting or standing for extended periods of time. Hearing and speaking to exchange information. Seeing to read a variety of materials and monitor student activities. Bending at the waist, kneeling or crouching to assist students. Lifting and carrying moderately heavy objects or students. Reaching overhead, above the shoulders and horizontally, to retrieve and store supplies.

HAZARDS:

Potential contact with dissatisfied or abusive individuals. Potential contact with blood and other body fluids. Potential contact with blood-borne pathogens and communicable diseases. Traffic hazards.

Benefits

The District provides excellent benefits for permanent employees who work 20 or more hours per week, including:*Substitute positions do not qualify for District covered benefits*

1. Medical: Choice of VEBA (Kaiser or United Health Care)
2. Dental: Delta Dental or Delta Care HMO (District-paid for employee only)
3. Life: Life ($50,000) and Accidental Death & Dismemberment ($50,000). Also includes MEDEX Travel Assistance (for medical care situations 100 miles from home or international trips up to 90 days; with some exclusions)
4. Vacation: (10+); Sick (9.50+ days per year) - vacation/sick accumulation days increase with years of service
5. Employee Assistance Program: (at no cost to employee): through San Diego County EAP
6. VEBA Optum Health: Employee assistance program * Note: Benefits are subject to change.

Voluntary Plans:-Dependent life insurance coverage -Disability plans through American Fidelity -Vision: VSP Vision Care $10.20/monthly paid by employee -403(b) Retirement -MetLaw prepaid legal through Hyatt Legal Plans

In addition:- Bargaining unit eligible employees may elect to become a CSEA member.

• Employees working 20 hours per week or more are enrolled into the CalPERS retirement system. 2026 Benefits Rates