Instructional Assistant-Behavior Intervention #3-27 Newport-Mesa Unified School District - 4.3 Newport Beach, CA Job Details Part-time $26.45 - $32.15 an hour 1 day ago Benefits Paid holidays Health insurance Dental insurance Dependent health insurance coverage Vision insurance Life insurance Paid sick time Qualifications Student progress monitoring Teaching students with emotional and behavioral disorders Working with children with autism spectrum disorder (ASD) Working with individuals with neurodevelopmental disorders Computer literacy Working with individuals with autism Small group instruction Classroom behavior modification Working with students Data collection for student progress in special education Crisis management as ABA intervention Positive reinforcement (classroom management strategies) Behavioral progress monitoring Teaching students with autism spectrum disorder Full Job Description The Vacancy, Basic Function, Minimum Qualifications

THE VACANCY

Open Until Filled This recruitment is open and promotional, meaning all are welcome to apply and current employees in permanent positions are eligible to receive seniority credit and promotional placement once passing all exams. Assignments and work hours may vary dependent on student needs and are 6.5 hours per day, 5 days per week, 10 months per year. This position supports special education students who have autism or a related disorder including physical, emotional, behavioral or mental disabilities. Applied Behavior Analysis (ABA) specific training is a requirement for this position. This recruitment will be used to fill substitute and regular assignments. We also have an Instructional Assistant-Special Education position that does not require ABA specific training. To learn more about this position, please visit our classified jobs page. Please apply online at www.schooljobs.com/careers/nmusd.

BASIC FUNCTION

Under the direction of the Principal, provide instructional support and intensive behavioral instructional assistance to identified special education students who have autism or a related disorder and have been assigned to a designated mild, moderate, moderate severe or Early Childhood special education instructional program; administer procedures used in Applied Behavior Analysis (ABA) to identified special education students; assist in the collection of data and monitoring and charting student behavior; perform a variety of clerical support duties related to behavior management and classroom activities; assist in meeting special needs which may include feeding and toileting students.

MINIMUM QUALIFICATIONS

EDUCATION

AND EXPERIENCE

Any combination equivalent to: graduation from high school and the successful completion of an Applied Behavior Analysis (ABA) or equivalent training program and two years experience working with children in a specialized learning environment. Examination Procedures And Information

THE EXAMINATION

Exam Weight Supplemental Questions:

Qualifying Evidence of successful completion of an Applied Behavior Analysis (ABA) or equivalent training program:

Qualifying Written Examination:

50%

Qualifications Appraisal Interview:

50% The supplemental questions to the application will be reviewed and rated for certification. These questions are required at the time of application and are qualifying. An eligibility list will be established for successful candidates which will be used to fill substitute and regular positions during the life of the list. Examinations and interviewing for creating the eligible list will be conducted virtually using different online/internet platforms that require video recording or conferencing capabilities, as well as access to a computer with an internet connection and basic Microsoft Office Suite Software. The examination process will be held on a continuous, as needed basis. Qualified applicants submitting applications after the review date will be considered in the next examination process. This means that written examinations and qualification appraisal interviews (oral exams) take place on an as needed basis, typically one time per month. You will be notified via email, as indicated on your application, regarding your ability to participate in the examination phase of this recruitment. Applications will be reviewed for minimum requirements. However, Newport-Mesa Unified School District reserves the right to hold a competitive screening based on the number of applications and the needs of the District. If you elect to have Newport-Mesa Unified School District (hereafter, 'District') contact you via email regarding your application and the hiring process, please be aware that the District is not responsible for any contacts you may have blocked on your email service. Unclaimed emails to applicants are not the responsibility of the District. In an effort to allow our emails through your personal spam filter, you can try to add the @nmusd.us and @schooljobs.com domains to your safe senders list. Job Responsibilities

REPRESENTATIVE DUTIES

ESSENTIAL DUTIES:

Provide intensive behavioral instructional assistance to designated students in a variety of educational settings, including classroom, home and community settings; administer procedures used in Applied Behavior Analysis (ABA) to identified special education students. Assist in the collection of data and monitoring and charting student behavior; record student on daily, weekly and monthly behavior logs; maintain confidentiality of student records. Perform a variety of clerical support duties related to behavior management and classroom activities. Follow documented therapy plans for intensive behavioral treatment. Confer with instructional personnel and provide input regarding student progress. Assist instructional personnel and parents with behavioral management of students. Assist assigned teacher and certificated personnel with the implementation of Individual Education Plans (IEPs) and reaching IEP goals for students individually or in small groups; confer with teachers and instructional personnel and behavior intervention team. Assist in training students in educationally-based adaptive functioning and developing self-sufficiency. Support instructional personnel with the on-going development or reinforcement and behavioral strategies. Support student behavior and assist in the implementation of positive behavior plans for identified students. Model positive behavior techniques including positive behavior interventions, reinforcement strategies, etc. Provide one-on-one assistance with students exhibiting aggressive behaviors. Facilitate social skills activities. Attend District provided in-services and special training related to applied behavior analysis. Support the IEP goals of students. Oversee students for temporary periods of time inside and outside the classroom and in the community during teacher absence; assist teacher or other staff members in supervision of students as required. Establish and maintain positive relationships with staff, students and parents. Travel to and from a variety of school sites as required. Assist students with developing self-help, toileting, personal hygiene, social and communication skills. Assure the health and safety of students by following health and safety practices. Operate a variety of classroom and office equipment, including a copier, laminator, smart board, tokens, timers, calculator, a computer and assigned software. Chaperon and accompany teachers and identified students at assemblies and on bus during field trips as required; escort students to and from classes and in moving to and from activities on school sites.

OTHER DUTIES

Perform related duties as assigned.

KNOWLEDGE AND ABILITIES

KNOWLEDGE OF:

Principles and practices of applied behavior analysis including the special needs and requirements of students with autism. Development of reinforcement hierarchy and implementation for purposes of increasing motivation, learning and supporting appropriate behavior. Problems and concerns of students with Autism, learning disabilities, related behavior disorders and other special education needs. Policies and procedures at assigned school. Methods and procedures of Crisis Prevention Intervention (CPI). Basic subjects taught in District schools including arithmetic, reading, writing, grammar and spelling Child guidance principles and practices, especially as they relate to students with behavioral and/or learning disabilities. Health and safety regulations. Common Core standards. Correct English usage and reading, writing communication skills. Maintaining confidentiality of student records. Basic classroom data collection and record-keeping techniques. Operation of a variety of office and classroom equipment.

ABILITY TO

Provide one-on-one and small group intensive applied behavior analysis instruction assistance to students. Apply behavior modification techniques in accordance with ABA and discrete trial practices. Work with students with autism and related disorders to change, alter and improve student's social interaction skills. Perform clerical duties related to classroom activities. Monitor, observe and report student behavior and progress according to approved policies and procedures. Determine appropriate action within clearly defined guidelines. Demonstrate a patient, receptive and understanding attitude toward students. Work independently with little direction. Maintain confidentiality of student records. Learn and apply techniques for physically restraining or controlling students safely in specific situations Reinforce instruction to individual or small groups of students as directed by the teacher. Understand and relate to children with special needs. Establish and maintain cooperative and effective working relationships with others. Communicate effectively both orally and in writing. Understand and follow oral and written instructions. Operate a variety of office and classroom equipment. Observe health and safety regulations. To travel from location to location.

WORKING CONDITIONS

ENVIRONMENT:

Classroom, indoor/outdoor and special education learning environment including working with children with various severe mental, emotional and physical handicaps. Some assignments may involve late afternoon/evening hours.

PHYSICAL DEMANDS

Dexterity of hands and fingers to operate standard office and classroom equipment. Sitting or standing for extended periods of time. Bending at the waist, kneeling or crouching to assist students. Seeing to read a variety of materials and monitor student activities. Hearing and speaking to exchange information. Reaching overhead, above the shoulders and horizontally. Lifting and carrying students as assigned by the position. Pushing children in wheelchairs as assigned by the position.

HAZARDS:

Potential contact with body fluids. Potential contact with dissatisfied or abusive individuals. Personnel Commission April 2025 Ewing Consulting, Inc, August 2016