13 Schools jobs in San Pablo

Ref: 4497

The District and SEIU 1021 are working together to create promotional opportunities for existing staff, therefore this job posting is available for five (5) days for internal candidates based on our collective bargaining agreement.

POSITION DETAILS

Position Title Specialist, Behavior

Classification Category Classified

Bargaining Unit SEIU

Work Year 205

Work Month 10

Work Hours 7.5

Salary Schedule WTCL 205 / 62

FLSA Status Non-Exempt

Department Community Schools, Special Education or as assigned

Reports to As Assigned

Supervisory Non-Management

Classification Established May 2014

Date(s) Revised June 2016, May 2025

POSITION SUMMARY (BASIC FUNCTION)

Behavior Specialist:

(1) will provide direct services and consultation to general education students, staff and parents in order to provide positive ways for working successfully with students who have difficulties conforming to acceptable behavior patterns within the general education setting; (2) will implement and/or oversee the implementation of procedures for the

development and implementation of behavior assessments and positive intervention plans for general education students within Oakland Unified School District (OUSD);

(3) will establish and maintain ongoing relationships with outside agencies

serving District students and their families; and

4) will provide training, consultation and support to general education

teachers, administrators and parents/guardians to increase the capacity of all caregivers to positively support student

behavior.

ESSENTIAL DUTIES

(Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)

• Provide behavioral therapy, assessments and interventions services to students, staff and parents in order to
• Provide behavioral therapy, assessments and interventions services to students, staff and parents in order to
• increase the capacity of general education students to access curriculum in general education settings.
• Process referrals and respond to referrals of general education students for behavior intervention services.
• Process referrals and respond to referrals of general education students for behavior intervention services.
• Complete Functional Behavior Assessments (FBAs) for students where indicated, and assist in the development
• of behavior plans and staff training after the completion of such assessments.
• Assist parents and staff in resolving concerns expressed at parent, teacher, and administrative conferences, and
• Assist parents and staff in resolving concerns expressed at parent, teacher, and administrative conferences, and provide consultative services to parents and caregivers where indicated in students' Individualized Education Programs (IEPs) or other formalized plans of support.
• Maintain communications with the administration and instructional staff of the schools to identify needs for
• Maintain communications with the administration and instructional staff of the schools to identify needs for communications with parents.
• Lead the development and monitoring of positive behavior support plans for general education students, and
• Lead the development and monitoring of positive behavior support plans for general education students, and facilitate consistent Behavior Support Plan (BSP) implementation by general education staff.
• Meet with instructional and support staff as needed to facilitate delivery of behavioral services for students with
• disabilities.
• Develop and train staff in the use of data collection systems to ensure fidelity of implementation of behavioral
• Develop and train staff in the use of data collection systems to ensure fidelity of implementation of behavioral strategies.
• Develop and/or conduct behavior training to general education staff and parents in areas of expertise including
• Develop and/or conduct behavior training to general education staff and parents in areas of expertise including
• development and implementation of effective behavior interventions including training specific to individual students, nonviolent crisis intervention and behavior case management.
• students, nonviolent crisis intervention and behavior case management.
• Manage and assess the need for additional adult support.
• Develop and lead professional learning for individual educators or groups of educators in behavioral topics related
• Develop and lead professional learning for individual educators or groups of educators in behavioral topics related to the scope of expertise
• Collaborate with staff in the development and implementation of effective school-wide programs for general education students with disturbances of behavior that may prevent them from accessing curriculum in a general education setting and to reduce the number of inappropriate referrals to Special Education.
• Ensure that student achievement is continuous and appropriate for programs and age groups; indicators may include: placement, case history and follow-up reports, standardized tests, documented parent participation, analysis reports, student study team reports and student academic and/or discipline records.
• Consult with and train general education school staff and parents/guardians on matters related to positive behavior support.
• Participate in the development of ongoing relationships with other agencies serving general education students with behavioral disturbances including after-school programs, student health care providers etc.; refer parents to appropriate community services which are not available in the District, and provide a liaison between the community resources and the school.
• Develop and/or monitor District procedures to assure compliance with governmental regulations, codes,
• restrictions and reporting requirements concerning behavioral interventions and emergencies.
• Prepare a variety of professionally written documents and reports in a timely manner.
• Assist in coordinating general education staff professional development activities.
• Participate in in-service and training to keep abreast of current trends and best practices in assigned areas of
• responsibility.
• Maintain confidentiality of student records and information.
• Attend department meetings.
• Perform related duties as assigned.

• Master's degree or equivalent in applied behavioral sciences, psychology, education or other related fields
• Three (3) years experience working with students with significant behavioral needs in educational or clinical settings (PreK-12 educational experience preferred)
• Experience and training in performance of functional assessments, development of behavioral plans, and training and use of emergency behavioral interventions
• Experience in the development and implementation of effective/social skills lessons
• Experience and training in appropriate curriculum, instruction, classroom management and intervention techniques
• Board Certified Behavior Analyst (BCBA®) or BCBA-D required
• Valid California Driver's License, if applicable

• State and federal mandates as they apply to behavior assessments, functional analysis assessments,
• and interventions in the schools including crisis management, emergency procedures, and prohibited
• interventions
• Applicable federal, state, and District codes, regulations, policies and procedures governing work scope
• Interpersonal communication, consultation and group leadership skills necessary to work effectively with
• students, parents, teachers and administrators
• Strategies of successful research-based positive behavior management strategies
• Applied behavior sciences
• Planning, organization and coordination needed for assigned program
• Meet the physical requirements of the job
• Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff
• Correct English usage, grammar, spelling, vocabulary and punctuation
• Computer software, hardware, and related technology

• Read and write at a level sufficient for the performance of assigned duties including independently producing professionally written reports and documents
• Effectively lead/facilitate group processes
• Provide consultation and advice to teachers and other school personnel to improve the behavior of targeted students
• Maintain confidentiality
• Communicate assessment results both orally and in writing
• Use effective instructional strategies and techniques for at risk learners
• Plan, organize, implement and supervise campus-wide programs
• Visit various work sites and inspect work in progress
• Keep and compile records and reports
• Understand and carry-out oral and written directions
• Communicate effectively, tactfully and persuasively, both orally and in writing Cross-train department personnel
• Establish and maintain effective working relationships with parents, District employees and outside contractors
• Operate personal computer, related software, and other office equipment

Ref:

TITLE:

Social Worker

REPORTS TO:

Assigned Supervisor

DEPARTMENT:

As Assigned

CLASSIFICATION:

Certificated Non-Administrative

FLSA:

Non-Exempt

WORK YEAR/HOURS

Per OEA Contract

ISSUED:

Created: May 2010

SALARY GRADE:

K12 T

BASIC FUNCTION: Under general direction of assigned supervisor provide case management; conduct individual and family assessments; make referrals, provide crisis intervention counseling, and facilitate education groups for students, parents, and school staff.

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to accurately reflect the principal job elements).

E = Essential Functions

Aligned with State of California Commission on Teacher Credentialing, Pupil Personnel Services Credential, Specialization in School Social Work

• Assess home, school, personal, and community factors that may affect a students' learning. E
• Interview students to provide skill assessment and identification of needs. E
• Consult with teachers, administrators, and other staff regarding social, emotional, and behavioral needs of students to evaluate and make recommendations in developing and implementing an appropriate plan for students. E
• Identify and provide intervention strategies for students and their families, including counseling, case management, and crisis intervention counseling. E
• Determine which students need immediate assessment and prioritize services. E
• Participate in Individualized Education Program Meetings; coordinate Service Team Meetings, Student Study Team Meetings, and Student Attendance Review Team/ Board Meetings as appropriate; facilitate teams as necessary to accomplish proper results. E
• Identify problems contributing to students' attendance issues; develop and implement programs to provide students opportunities to improve their attendance. E
• Prepare written materials about the available agencies; makes presentations to students, families, and staff. E
• Provide outreach casework and support services including home visits, individual and group short-term counseling, family intervention and student group. E
• Assist students and their families in obtaining necessary services, monitor progress toward successful utilization and completion of services. E
• Serve as District liaison among students and their families, group home personnel, community agencies, county probation departments, and the Department of Social Services. E
• Develop and maintain necessary tracking mechanisms and records to manage casework, including follow-up information. E
• Advocate for students and their families who experience difficulties in obtaining necessary services. E
• Participate with staff in education such as mental health, diversity, growth and development, self-esteem, sexuality, and drug/alcohol. E
• Coordinate and facilitate inter-agency services for students including students' educational and social background, high school completion plan, vocational assessment, and emancipation plan. E
• Maintain confidentiality. E
• Attend all required meetings and trainings. E
• Perform related duties as assigned.

• Graduation from an accredited four-year college or university with major course work in social work, counseling, psychology, sociology or a closely related field.
• A Master's degree in social work.
• Experience working with children or in an educational setting.

• Valid California Pupil Personnel Services Credential with School Social Work authorization
• Valid California Driver's License
• Employment eligibility that may include fingerprints, tuberculosis and/or other employment clearance

• Applicable laws, codes, regulations, policies, and procedures governing workscope
• Principles and practices of social casework, including group work and community organizations
• Current instructional materials and techniques governing workscope
• Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students
• Psychosocial, emotional interviewing techniques for students and families
• Interpersonal skills using tact, patience, and courtesy
• Correct English usage, grammar, spelling, and punctuation
• Record-keeping and report preparation techniques

• Interpret and implement applicable laws, codes, policies, procedures, and District regulations governing workscope
• Maintain current knowledge of applicable laws, codes, rules and regulations and new developments and research in the field governing workscope
• Communicate effectively in English orally and in writing
• Analyze situations accurately and adopt effective courses of action
• Maintain accurate and confidential records
• Work independently
• Meet schedules and timelines
• Establish and maintain effective working relationship among students, parents, District staff, and the community
• Plan and organize work
• Follow oral and written instructions
• Compile and analyze information and prepare reports
• Operate personal computer, related software, and other office equipment

• Must have the ability to work with students with physical, cognitive, emotional, learning and/or developmental disabilities.
• Previous experience working with this age special education student is preferred.
• Must have the ability to establish and maintain effective relationships with various school officials, principals, teachers and office personnel.
• Must possess initiative to accept and carry out varied assignments along with a consistent, systematic approach to the tasks performed.
• Must be willing to be trained in Nonviolent Crisis Intervention Techniques.
• Must be willing to use Nonviolent Crisis Intervention skills to physically manage students who are physically out of control, as directed by the teacher/administrator.

• Complement, supplement and reinforce students' instruction under the direction and supervision of the classroom teacher in both special education and regular education classrooms.
• Assist with the preparation of materials, clean up after students, etc.
• Assist with general supervision of the students including lunchtime, recess time, etc.
• On an as needed basis para-professional employees may be required to attend to a student whose needs include routine medical procedures or assistance with regular hygiene.
• Other duties as assigned by the special education teacher or the building principal.

• Design and develop comprehensive curricula for various educational levels and subjects.
• Create engaging learning materials, including lesson plans, presentations, assessments, and digital content.
• Incorporate best practices in instructional design and adult learning theories.
• Collaborate with subject matter experts to ensure accuracy and relevance of content.
• Evaluate the effectiveness of curricula and make necessary revisions based on feedback and performance data.
• Integrate educational technology tools and platforms into curriculum design.
• Develop training materials for educators on new curricula and teaching methodologies.
• Ensure alignment of curricula with educational standards and institutional goals.
• Manage curriculum development projects from conception to implementation.
• Stay informed about emerging trends and research in education and instructional design.

• Master's degree in Education, Curriculum and Instruction, Instructional Design, or a related field.
• Minimum of 5 years of experience in curriculum development or instructional design.
• Strong understanding of pedagogical principles, learning theories, and assessment strategies.
• Proficiency in curriculum development software and tools (e.g., Articulate Storyline, Adobe Captivate).
• Experience with Learning Management Systems (LMS) such as Canvas or Blackboard.
• Excellent written and verbal communication skills.
• Strong project management and organizational abilities.
• Ability to work effectively both independently and as part of a collaborative team in a hybrid environment.
• Experience in developing online or blended learning programs is a plus.