HUMAN RESOURCES & SUPPORT SERVICES 5774 BP INTERVENTION ASSISTANT (BILINGUAL) Class specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job. Definition To assist and guide at-risk primary grade students to improve school adjustment; to facilitate primary students' participation in non-directive play as described by the Primary Intervention Project; to use designated second language to translate conversation and provide interpretive services for non-English speaking individuals; and to perform various record keeping and clerical tasks related to the Primary Intervention Project; and to perform a variety of tasks relative to assigned area of responsibility. Supervision Received and Exercised Receives supervision from the site administrator. Essential Function Statements Essential responsibilities and duties may include, but are not limited to, the following: Essential Functions: 1. Work individually (occasionally in small groups of 2-3 children) through non-directive play activities with primary students identified through the Primary Intervention Project. 2. Assist in screening and assessment for the program; assist in determining individual objectives for student and monitors progress; assist in the scheduling of students and meetings. 3. Use listening strategies and creative play materials and games effectively with individual children experiencing school adjustment problems. 4. Assist in the management of student behavior through the use of positive reinforcement strategies and techniques. 5. Establish rapport and positive relationships with referred children; assist in maintaining an orderly, attractive, and positive school environment. 6. Provide feedback to the mental health team, principal, teachers and other school personnel about the progress and behavior of the child. 7. Write appropriate progress notes and reports for children and responds to research questionnaires and instruments to help evaluate the program. 8. Maintain playroom supplies and materials and guides children in their appropriate use. 9. Assist in the modeling and shaping of appropriate social behavior and positive school adjustment for project students; ensure the health and safety of students by following all health and safety rules. 10. Maintain accurate record keeping and reporting for the program; complete and maintain a variety of forms, records, and files. 11. Ensure the health and safety of students by following all health and safety rules; conduct general clean-up of work site. 12. Translate a variety of written materials from English to a second language and from that language into English; interpret and facilitate communication between staff and non-English speaking parents. 13. Perform related duties and responsibilities as required. Qualifications Knowledge of: · Basic principles and practices of child development and child guidance. · Principles and practices of child growth and development, and developmental behavior characteristics. · Strategies and techniques of student behavior management. · General needs and behavior of children. · Methods and techniques of instruction. · Basic subjects taught in District schools, including arithmetic, grammar, spelling, language and reading. · Safe practices in play activities. · School procedures and equipment. · Pertinent Federal, State and local laws, code and regulations. · Oral and written communication skills. · Reading and writing communication skills. · English and a designated second language use, grammar, spelling, punctuation and vocabulary. Ability to: · Assist with instruction and related activities of the assigned learning environment. · Reinforce instruction to individuals or small groups of students as directed by the supervisor or teacher. · Assist students by providing proper examples, emotional support, friendly attitude and general guidance. · Demonstrate an understanding, patient and receptive attitude toward children. · Conform to and support the assigned teacher’s style of classroom management. · Prepare materials for classroom and instructional use as assigned by classroom teacher. · Set up work areas, displays and exhibits. · Perform general clerical duties and maintain records in support of a teacher. · Print and write legibly. · Learn methods and procedures to be followed in an instructional environment. · Assist in supervising and disciplining assigned students according to approved policies and procedures. · Work independently with minimal direction. · Provide information and assistance to parents, the general public and other staff members in a helpful, courteous and timely manner. · Maintain confidentiality of privileged information obtained in the course of work. · Communicate clearly and concisely, both orally and in writing. · Understand and follow oral and written directions. · Analyze situations accurately and adopt an effective course of action. · Plan and organize work to meet schedules and timelines in an environment with constantly changing priorities. · Establish and maintain effective working relationships with those contacted in the course of work. · May lift students who weigh from 50 to 90 pounds. · Interpret and translate oral and written materials accurately and fluently in both English and the designated second language. Experience and Training Guidelines Any combination of experience and training that would likely provide the required knowledge and abilities is qualifying. A typical way to obtain the knowledge and abilities would be: Experience: One year of increasingly responsible child development experience. Training: Equivalent to the completion of the twelfth grade supplemented by college level course work in child development or a related field. License or Certificate Possession of, or ability to obtain, a CPR and first aid certificate. Working Conditions Environmental Conditions: School and classroom environment; work closely with children. Physical Conditions: Essential functions may require maintaining physical condition necessary for sitting, walking or standing for prolonged periods of time; near visual acuity to review written documentation; ability to hear and understand speech at normal room levels and on the telephone; manual dexterity to operate a telephone; lift horizontally and vertically. Oxnard School District Board Policy Adopted: June 10, 1992; Reclassification Study: June 25, 1998 Personnel Commission Approved: May 7, 1992; Reclassification Study: February 26, 1998 Back to Index