What are the responsibilities and job description for the Substitute Wellbeing Staff of Special Assignment - SOSA position at Perris Elementary School District?
MATERIALS CANDIDATES MUST ATTACH ALL THE FOLLOWING DOCUMENTS TO BE CONSIDERED:
1. H.S. Diploma or GED
2. Valid CA Driver License
3. Resume showing education and experience working in schools or public agencies
3. Two Current Letters of Recommendation, dated with the last year
WELLBEING STAFF ON SPECIAL ASSIGNMENT (SOSA)
DEFINITION
Under the direction of the Coordinator of Community Schools, and in collaboration with the site administrator, assist with developing and implementing positive behavior intervention supports and services using research based positive behavioral intervention strategies and methodologies, as well as provide information, support, assistance and advocacy to students, families and caregivers that are in need of behavioral or mental health services. This classification supports the development and implementation of behavioral and mental health components of students with specific needs, providing support to students in accessing educational programs. The Wellbeing SOSA supports students’ social-emotional well-being in the classroom and other settings on campus. This role implements the school’s behavior support strategies in the classroom, on the playground, and during other school related activities. The Wellbeing SOSA supports teaching the SEL curriculum to students. This position will work closely with the administration, staff, specialists, and the students to ensure the optimal development of each student.
EXAMPLES OF DUTIES
1. Work with staff and students across multiple classrooms to support delivery of positive behavior intervention strategies and progress monitoring of related behavior and socialemotional skills.
2. Provide information, training, support, advocacy, emotional support, referrals, direction, assessment, and related services in order to assist students and families in coping with immediate situations and in receiving behavioral and mental health services.
3. Support implementation of practices and strategies to support student progress towards behavior and/or social goals in classrooms or other campus locations by providing behavior services, support, and intervention.
4. Support with the development and implementation of instructional and behavioral support services using research based positive behavior intervention methodologies.
5. Work with students 1:1 or in small groups in the classroom to support students in restorative practices, self-regulation, and ready-to-learn skills as a function of data collection and progress monitoring support.
6. Provide direct intensive 1:1 support for students who engage in aggressive or unsafe behaviors towards self or others and/or exhibit significant mental health needs.
7. Support implementation of SEL curriculum in the classroom.
8. Provide support to students by setting up work areas, visual supports, and materials to increase students’ communication skills and independence in accessing their educational setting.
9. Assist with creation of specialized curriculum tasks/materials to support goals, such as social stories, visuals, behavior supports, etc.
10. Assist in the implementation of behavioral supports and instruction to students in various areas including critical life skills, play and social skills, pre-academic learning, motor skill development, social communication, social-emotional coping strategies, and personal hygiene.
11. Attend in-person classroom sessions and virtual teaching sessions as needed to support the development of behavior intervention strategies, data collection, and progress monitoring.
12. Assist in the development of Behavior Intervention Support Plans, providing input that assists with the identification of function of behaviors and functionally equivalent replacement behaviors.
13. Support data collection and report data for Functional Behavior Assessments (FBA) through ongoing observations.
14. Consult with teachers and staff for behavior management and progress on goals.
15. Collaborate with teachers to provide parent trainings and parent consultations to support student behavior at home.
16. Maintain the confidentiality of student records and information according to established guidelines.
17. Maintain a variety of documentation, such as files and records.
18. Communicate with students, families and/or caregivers of diverse cultures with awareness and sensitivity.
19. Participate in all training and professional development related to this job classification. Support Professional Development for staff regarding positive behavior management techniques and strategies.
20. Perform related duties as assigned as they relate to the classification.
KNOWLEDGE AND ABILITIES
Knowledge of:
? Community resources related to children, parental needs, and community networking.
? Adult and family basic education principles and methods.
? Ability and knowledge to speak and write fluently in English, and provide resources in another language.
? Family systems and socialization of children.
? State and Federal legislation related to socioeconomically disadvantaged groups. District rules, regulations, policies and procedures.
? Maintaining confidentiality of student records.
? Modern office practices, procedures and equipment.
? Interpersonal skills including tact, patience, and courtesy. Oral and written communication skills.
? Operation of a variety of office equipment, a computer and assigned software.
Ability to:
? Establish and maintain effective working relationships with staff, students, parents, service providers, outside agencies, and families.
? De-escalate situations which may include physical restraint in accordance with District procedures.
? Understand and communicate effectively with children and adults of diverse ethnic and cultural backgrounds.
? Address the needs of targeted populations.
? Read, interpret, apply, and explain laws, District policies, rules and regulations.
? Understand and follow oral and written instructions. ? Prepare clear and comprehensive reports and maintain accurate records.
? Communicate effectively both orally and in writing.
? Work independently and proactively with minimal direction.
? Maintain flexibility and utilize sound judgment.
? Adapt to changing work priorities.
? Resolve problems with tact and proficiency.
? Maintain regular, steady attendance.
PHYSICAL WORKING CONDITIONS
? In person, on campus support for students and programs; in classroom and/or outdoor settings.
? Sit, stand, kneel, bend, walk for extended periods, and run as needed; including sitting on floor to work with students.
? Hearing or speaking to exchange information and make presentations.
? Assist in de-escalation strategies which may include physical restraint of a student, utilizing District approved training.
? Lift, carry, push, pull up to 50 pounds.
? Subject to frequent interruptions.
? Work attire should complement the physical working conditions.
EDUCATION AND EXPERIENCE
? Graduation from high school, preferably supplemented by college level coursework in child development.
? At least two years working with students and parents, or community agencies in a public school is preferred.
REQUIRED LICENSES AND/OR CERTIFICATES
? Pre-employment drug test. ? A current and valid Tuberculosis (TB) clearance.
? Fingerprint clearance for school personnel.
? Must possess a valid California driver license during the course of employment.
*This is a grant funded position and contingent on on-going funding from the Community Schools Grant or other resources.*
Work Year and Salary:
190 work days – 7 hours
Job Description: Wellbeing Staff on Special Assignment (SOSA)
Classified Salary – Row 18
Board Approved – August 8, 2024
Salary : $23