Reg Ed

JOB TITLE: Behavior Emotional Intervention Assistant CALENDAR: YEAR ROUND FLSA STATUS: NON-EXEMPT BENEFITS STATUS: FULL-TIME This position is temporary with no benefits and will end on June 7, 2024 GENERAL STATEMENT OF JOB Behavior & Social/Emotional Intervention Assistants provide and model the implementation of intermittent interventions for students exhibiting maladaptive behavior or for students in crisis. The Behavior & Social/Emotional Intervention Assistants will monitor and document student behavior to facilitate the creation of effective Behavior Intervention Plans and/or assist school personnel in implementing these plans. The support provided by Behavior & Social/Emotional Intervention Assistants is intended to help decrease disciplinary referrals and allow these students to successfully participate with their peers throughout all school settings. The person will track behaviors to show a decrease in negative behaviors and increase in replacement behaviors as deemed appropriate from the Behavior Intervention Plan. The Behavior & Social/Emotional Intervention Assistants will be required to travel to different locations throughout the Catawba County Schools area to potentially serve students enrolled in any of the schools. The Behavior & Social/Emotional Intervention Assistants report to the Behavior & Social/Emotional Intervention Specialist. DUTIES AND RESPONSIBILITIES Participates in training related to assigned job duties and responsibilities. Attends and participates in regularly held meetings associated with assigned job duties and responsibilities. Travels within Catawba County Schools based on the current job duty and responsibility. Observes students in conjunction with other stakeholders to help determine the reasons for behaviors. Assists students with coping strategies in order to decrease behavioral concerns in the school environment. Helps students to self - monitor in order to reduce behavioral concerns. Uses data collection systems in order to help staff to determine the effectiveness of behavior intervention plans. Follows Crisis Prevention Intervention training guidelines when necessary. Assists teachers in understanding and implementing a Behavior Intervention Plan, including the use of antecedent strategies, replacement behaviors, and reinforcement. Uses the Google Platform of services to document and collect data. Builds positive relationships with students in order to help implement behavioral interventions. Effectively and professionally communicates with school staff, family members of the child and members of the Behavior Support Team in order to assist a student in need of intervention. MINIMUM TRAINING AND EXPERIENCE Minimum associates degree from a community college with preference for specialized training and/or experience in working with crisis students, or any equivalent combination of education, training and experience which provides the knowledge, skills and abilities required to perform the job functions. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to lift and move objects related to the job functions, including lifting and moving students. Physical demand requirements are for light to medium work. Data Conception: Requires the ability to compare and/or judge the readily observable characteristics of students. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to students. Language Ability: Requires the ability to read forms and materials associated with the job functions. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written or oral form; to deal with problems involving several concrete variables in or from standardized situations. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Numerical Aptitude: Requires the ability to add, subtract, divide and multiply. Motor Coordination: Requires the ability to coordinate hands and eyes accurately in using instructional objects. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average to high levels of stress. Physical Communications: Requires the ability to talk and hear. KNOWLEDGE, SKILLS AND ABILITIES Working knowledge of effective methods of dealing with children. Working knowledge of the core subjects at the grade level to which employment assignment is made. Some knowledge of the school organization and its community. Some knowledge of expected behavior of children, that is, basic characteristics of ages and stages. Skill necessary to operate audiovisual equipment and common office machines. Skill to make learning aids which will strengthen lesson plans. Ability to comprehend the purpose of teacher designed strategies as a fulfillment of the instructional objective. Ability to discern significant student behavior and refer this to the supervisor. Ability to impart information to the child's level of comprehension. Ability to apply impartially and consistently proper methods of recognition, reward and punishment. Ability to solve independently most minor problems. Ability to follow minimally detailed written and oral instructions without constant supervision. Ability to record and store data accurately. Ability to maintain confidentiality of student information. DISCLAIMER This job description is designed to indicate the general nature and level of work performed by employees within the classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees in this job. It is not a contract or guarantee of employment, salary or benefits.