Beginning ASAP

6.75 hrs./day (potential for up to 8 hrs./day with regular bus route)

Pay Grade 56

DCS BEHAVIOR SUPPORT ASSISTANT

General Statement of Job

Under general supervision, performs a variety of social/emotional/behavioral support tasks, along with some instructional, technical, and clerical duties. Employee may perform a wide range of tasks in order to meet the needs of students, support the efforts of teachers, and ensure the provision of quality instruction for all students. Employee provides assistance with behavior/classroom management and works with individual students and small groups. Reports to a Principal and/or lead teachers.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Assists teachers with management of student behavior and evaluating its effectiveness. Works with students to support social-emotional needs; improves angry, aggressive, withdrawn or other inappropriate but correctable behaviors at school. This may include de-escalation, processing, and potentially restraint.

Collaborates, plans, and schedules with behavior specialist, counselor, and other staff to design and utilize positive behavior strategies, interventions and plans.

Promotes a supportive, nurturing, inclusive, flexible learning environment. This includes, but is not limited to:

Constantly monitoring the safety and social-emotional well-being of students; encouraging resilience and positive self-esteem; assisting students with becoming increasingly independent.
Monitoring and recording student behavior; helping maintain discipline and encouraging positive behavior; assisting with de-escalation and crisis prevention as needed.
Performing classroom observations of students and assisting students in the classroom setting.
Providing 1:1 or small group sessions, lunch groups, etc. to support students’ needs in a variety of settings.
Contributing to a positive, collaborative work environment by demonstrating professionalism both inside and outside of the classroom.

Coordinates with staff and communicates progress with parents and staff.

Maintains documentation and progress monitoring of student behavior, interventions, contracts/plans, and communication with student, parent, staff, and partnership agencies; adhering to strict guidelines regarding confidentiality.

Participates in meetings and training aligned with school/district goals in order to meet student needs.

Performs other related work as assigned.

KNOWLEDGE, SKILLS AND ABILITIES

Excellent interpersonal and communication skills
Ability to take initiative and be a “self-starter”
Respectful, calm, and supportive demeanor
Ability to be flexible and adjust to changing needs
Understanding of behavior issues and basic knowledge of instructional methods/curricula to provide assistance and support
Certified in CPI Restraint; trained or willing to be trained in relevant topics, such as restorative justice, autism, etc.
General knowledge of activities performed by teachers. General knowledge of daily routines of the classroom.
General knowledge of student and staff handbook rules.
General knowledge of procedures to follow in the event of an emergency.
General knowledge of the principles of organization and administration with the ability to perform general clerical duties and to maintain basic files and records.
Some knowledge of the curriculum for the grade levels.
Ability to constantly monitor the safety and well-being of students.
Ability to motivate students.
Ability to understand and follow oral and written instructions.
Ability to establish and maintain effective working relationships as necessitated by work assignments.

MINIMUM TRAINING AND EXPERIENCE

High School diploma and either an associate’s degree (equivalent hours or higher degree) or demonstration of being highly qualified by completing a local training program and meeting assessment requirements in reading, writing, and math.

Preferred but not required: Maintains Commercial Driver’s License and drives a school bus as needed. *See Bus Driver Job Description for more details.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment, classroom tools, and technology, including those for children with special needs. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light to Medium Work.

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from colleagues or supervisors.

Language Ability: Requires the ability to read and prepare a variety of instructional materials, correspondence, reports, handbooks, forms, lists, etc.

Intelligence: Requires the ability to rationalize and solve problems with a variety of variables, aligned with policies, procedures, and professional expectations.

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 use mathematical operations and apply mathematical skills to solve work-related problems; including but not limited to adding, subtracting, and utilizing decimals and percentages.

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Must have minimal levels of eye/hand/foot coordination.

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.