Behavior Intervention Assistant (2025-26 School Year)

Panama-Buena Vista Union School District•Bakersfield, CA

36d•$20 - $25

About The Position

Under the direction of the site administration in collaboration with the School Psychologist and Special Services Coordinator, the primary role of the Behavior Intervention Assistant is to: 1) empower all students to fully participate in the core curriculum and achieve academic and behavioral success; 2) help students develop skills in areas such as study skills, organizational skills, attendance, academic engagement, peer interactions, conflict resolution, and communication with home; 3) assist in preventing inappropriate behavior; and 4) instructing and reinforcing appropriate behavioral expectations.

Requirements

Requires the ability to follow oral and written directions, and the ability to communicate with students and staff using patience and courtesy, and in a manner that reflects positively on the District.
Must be able to work well independently and as part of a team.
Must be willing to obtain nonviolent crisis prevention and First Aid/CPR training, and maintain a current certification.
This position requires the equivalent of High School Diploma or completion of GED and 48 college units or AA/AS degree or pass equivalency exam CODESP, demonstrating knowledge of and the ability to assist in teaching reading, writing, and mathematics, and six (6) months or more of paid or voluntary experience working with children.
Compliance with District skill/competency requirements.
Must have mastery of skills presented in the District mandated E/BD training for paraprofessionals.
Resume.
High School diploma or GED.
AA/AS degree, or 48+ semester college units, or Paraprofessional Certification.

Nice To Haves

Knowledge of Applied Behavior Analysis (ABA) intervention strategies, Discrete Trial Teaching (DTT), Positive Behavior Interventions and Supports (PBIS), and behavior management strategies and techniques relating to students experiencing atypical control problems; interpersonal skills needed to manage crisis situations; knowledge of record management systems, data collection and record keeping techniques; knowledge of general purposes and goals of public education; knowledge of child development; basic understanding of curriculum and instructional materials used in each of the basic subjects and at various grade levels; basic understanding of special education program and its purpose; strong communication skills in both formal and informal settings; ability to demonstrate an understanding, patient, and receptive attitude toward students of varied age groups; ability to maintain cooperative and effective working relationships with children and adults.

Responsibilities

Assist with the design and implementation of various intervention strategies and programs to support student achievement, including strategies within the Positive Behavior Intervention and Support (PBIS) framework; individual and classroom positive behavior support and modification strategies; alternative means of correction; and strategies to facilitate social-emotional learning and appropriate behavior for all students.
Be visible on school grounds and in classrooms to reinforce positive behavior.
Work with students individually and in groups, at various locations on campus, to assist with specific academic, social-emotional, and behavioral strategies and interventions and to discuss proactive techniques for academic and behavioral success.
Assist the teacher in general education setting or special classes with students with emotional and behavioral challenges and/or other disabilities including mental or physical handicapping conditions.
Participate in required trainings including the District mandated E/BD training for paraprofessionals, as well as nonviolent crisis intervention.
Direct students into safe learning activities and functions, and assist in shaping of appropriate social behaviors.
Assist students in monitoring their classroom behavior and help students identify goals and develop strategies and techniques for self-management to promote academic success.
Assist with the training and reviewing of behavioral expectations of students in various campus settings; visit classrooms to impart or review expectations to promote academic success.
Discuss with students their choice that resulted in their being disciplined and discuss alternatives that they could have employed to handle the situation.
Provide support to staff in designing and implementing intervention strategies to support students' behavioral and social skills.
Attend staff meetings, training sessions, conferences, and student progress/data meetings for the purpose of sharing information and improving skills and knowledge.
Collect and analyze data on discipline, attendance, and referrals; provide support to staff on progress monitoring; maintain student files for the purpose of records management.
Provide communication to family and staff regarding student's behavior progress.
Confer with teachers, specialists, and School Psychologists regarding necessary accommodations.
Work effectively and maintain a professional rapport with teachers, students, and other staff.
Maintain confidentiality of sensitive and privileged information in accordance with district, state, and federal mandates and other specific legal requirements or policies.
Demonstrate awareness and sensitivity toward students and their individual differences in terms of abilities, cultures, and languages.