Spectrum Center Schools jobs in Chino Hills, CA - 27 jobs

🟢 Starting Salary: $90,000 - $105,000 /year based on experience PLUS $2,000 Annual Education Stipend 🏫 Environment: Special Education Programs, Grades K-12 📍Regional Assignment: N./Central California - Clovis | San Jose | Pacifica | Fairfield | Redding Spectrum Center Schools and Programs, a growing, dynamic organization with a social mission to offer hope, is seeking a Regional Board-Certified Behavior Analyst (BCBA) to join our award-winning Special Education team and perform meaningful work in a culture that welcomes innovation, encourages creative expression and offers limitless potential for personal and professional satisfaction! If you thrive in a collaborative, goal-oriented environment focused on meaningful outcomes for students with special education needs, seek a career filled with genuine purpose, and possess strong problem-solving skills, compassion, a sense of humor, and exceptional dedication - We Should Talk! 📲 As the Regional Board-Certified Behavior Analyst (BCBA), you'll play a pivotal role in transforming the lives of students across multiple Spectrum School locations by providing tailored clinical and educational interventions designed to meet each learner's unique needs. You'll lead with expertise, guiding and mentoring your team through hands-on training and professional development, while consistently evaluating and elevating their performance. As our primary advocate for quality assurance, you'll ensure our programs not only comply with applicable laws and regulations but also reflect best practices and internal standards, fostering an environment where students thrive and achieve lasting success. This position works under the support and direction of the Regional VP, Operations and onsite Program Directors to enhance the academic, social, emotional, and behavioral outcomes of students through use of evidence-based interventions and in collaboration with the operations and educational staff from each campus within assigned area. ‖ Responsibilities Include: Delivering comprehensive training and continuous guidance to teachers and educational staff in designing impactful Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). Monitoring and evaluating the effectiveness and quality of academic instruction and behavioral support services provided to students, ensuring exceptional outcomes. Supporting Spectrum staff by modeling, reinforcing, and enhancing instructional best practices to promote student growth aligned with Individualized Education Plan (IEP) goals. Implementing evidence-based interventions by applying scientifically proven behavioral and educational strategies, promoting positive outcomes in academic, social, emotional, and independent functioning. Providing crisis management intervention and support for students exhibiting aggressive or self-injurious behavior and developing strategies to reduce the need for 1:1 staffing. Collaborating closely with on-site education teams to collect and analyze data on student behavior, monitor student progress, and ensure appropriate intervention responsiveness and consistent progress toward goals. Conducting regular quality checks for each campus within assigned region at the student, staff, classroom, and site levels; making recommendations for improvement based on analysis of data. Supporting the development of on-site teams within assigned the area through delivery of training on behavioral assessment, intervention, positive behavior supports, data collection, crisis management, and other relevant topics. Providing guidance and supervision to staff members within assigned region pursuing BACB certification (RBT, BCaBA, BCBA), as agreed with the Program Director or VP of Behavior Services. Assisting in the development and implementation of improvement plans for assigned campuses to enhance student performance and staff effectiveness. Engaging in multi-disciplinary on-site and regional team meetings to discuss behavioral needs and contribute to the development of comprehensive support strategies. Monitoring and ensuring adherence of all campuses to Department of Education regulations and internal standards for educational and behavioral service is maintained within assigned area. Maintaining accurate and detailed records of assessments, interventions, progress, and compliance activities. Providing operational support to all schools in the assigned area, focusing on academic achievement, behavioral support, staff retention, and development. Performing additional duties or special projects as assigned to support organizational goals and student success. ‖ Qualifications Required: Master's degree or higher in applied behavior analysis, behavioral therapy, special education or a closely related field of study. Licensed currently or in the process of obtaining a board-certified behavior analyst (BCBA) credential. Licensed currently or in the process of obtaining an education specialist or special education instruction credential preferred. Hold currently or have the ability to obtain a valid CA state driver's license. Ability to obtain and maintain certification in company approved crisis management training. Well-versed in applied behavior analysis (ABA) including positive behavior interventions and supports (PBIS), data-based decision making, and functional behavior analysis (FBA) and behavior intervention plans (BIP). Prior experience and/or knowledge in special education services and compliance, effective teaching strategies, classroom management, personalized instruction and working with students. Highly skilled in working with individuals with severe learning, emotional behavioral disorders, autism spectrum disorders, and/or other related disabilities. Prior experience and highly skilled in crisis management systems and intervention procedures. Prior experience and highly knowledgeable in working with students with individualized education plans (IEP's). Proven success in developing and implementing effective intervention plans for students with diverse needs. Proficiency in providing motivation and having critical conversations with students that help move them toward realistic goals. Ability to think and act quickly and calmly in an emergency and make independent decisions. Advanced oral and written communication, organization, conflict resolution, multitasking, problem solving, and decision-making ability. Knowledge of relevant technology including experience with computers, Microsoft Office Suite, database entry and basic office equipment. Spectrum Center Schools and Programs is a division of ChanceLight Behavioral Health, Therapy, & Education, the nation's leading provider of alternative and special education programs for children and young adults. For more than 50 years, and in partnership with over 235 school districts nationwide, we have helped change the direction of more than 240,000 student lives! 💻 Learn more about our history, our mission and the program services we provide by visiting the link below: At ChanceLight we believe in providing more than just a job, as a member of our team you'll receive the opportunity to make meaningful impacts, the support needed to achieve success, and all the tools essential to reaching your personal & professional fulfillment! Your path to a truly rewarding career starts here - where growth, empowerment, and collaboration define our culture; and every day is a Chance to transform lives through education! ‖ Perks and Benefits Include: Comprehensive Medical, Dental and Vision Plans Annual Education Stipend - $2,000 FREE Telehealth and Virtual Counseling Sessions FREE Health Advocacy Services and 24/7 Nurse Line Company Paid Life & Disability Insurance Company Paid Employee Assistance Program Flexible Spending and Health Savings Accounts Personal Protection Insurance Plans Cigna Healthy Pregnancies, Healthy Babies Program Legal Services Insurance Pet Health Insurance Accrual-based Paid Time Off School Hours and Paid Holiday Schedule Extensive Personal and Life Event Paid Leave Policy 401k Retirement Saving Plan Perks at Work Employee Discount Program Opportunities for Growth & Development And So Much More! If you're ready to start making lasting impacts on the lives of students and contribute to the creation of a brighter future - This Is Your Chance! Join us and together, we can empower students to overcome challenges, build confidence and unlock their full potential! Careers, With ChanceLight 💙 Work. With Purpose. Copyright © 2026 ChanceLight Behavioral Health, Therapy, & Education, a ChanceLight company *Benefit plans and eligibility requirements may vary based on role and employment status. EducationRequired Masters or better in Applied Behavior Analysis or related field Licenses & CertificationsRequired Behavioral - BCBA Crisis Prevention Inst Driver Licenses Preferred Special Ed Certification SkillsRequired Special Education Parent Counseling & Train Teacher Mentoring/Training Performance Motivation Crisis Intervention Positive Behavior Intervention and Support Functional Behavioral Assessment (FBA) Behavior Intervention Plans - BIP Applied Behavior Analysis (ABA) Emotional Disturbance Behavioral Disorders Learning Disabilities Autism Student Development Individualized Education Programs (IEP) Classroom Instruction Classroom Management Interdepartmental Collaboration Communication Problem Solving Interpersonal Skills Computer Skills BehaviorsPreferred Dedicated: Devoted to a task or purpose with loyalty or integrity Functional Expert: Considered a thought leader on a subject MotivationsPreferred Ability to Make an Impact: Inspired to perform well by the ability to contribute to the success of a project or the organization Equal Opportunity Employer This employer is required to notify all applicants of their rights pursuant to federal employment laws.For further information, please review the Know Your Rights notice from the Department of Labor.

Under the supervision of the Director of Inclusion and the Inclusion Specialists, the Inclusion Specialist Assistant works with students as partners in their learning. The foundation of the organization is the combination of Personalized Mastery Learning (PML), Social Leadership, and Healthy Living. Aveson serves the richly diverse Altadena and Pasadena community, and is committed to reflecting and protecting this diversity in terms of race, class, ethnicity, abilities, income, sexual orientation, gender identity, national origin, and other aspects of identity.

Job Description Under the direction of the Director of Inclusion, the Special Education 1:1 aide will provide behavior, academic and social support to students identified as having a need for additional (or dedicated) adult support in their IEP. Duties/Responsibilities/Functions/Tasks Work with assigned student or students; Ability to approach students with an attitude of understanding, patience, and calm; Under supervisor direction, implement the student's Behavior Intervention Plan, and curriculum modifications/accommodations; Support social interactions Model appropriate behavioral interventions; Collect data on a daily basis to gather information used by IEP team to revise the Behavior Intervention Plan and to develop annual IEP goals and objectives; Maintain appropriate documentation, records, and reports; Consult and collaborate with Sped Team about student progress; Performs other related duties as assigned. Support classroom teacher(s) or special education team when a student is absent. Qualifications The equivalent of graduation from high school (Verification will be required for high school graduation, college units, and degrees.) Pass a Department of Justice background check (Livescan) Pass a TB (tuberculosis) screening/testing Special Position Requirements Must have a strong desire to work with children, especially those with special needs and behavior concerns Demonstrates a high level of professionalism; One year of paid or volunteer experience working with school-age children; Ability to communicate effectively in oral and written form; Ability to understand and carry out oral and written directions; Ability to remain calm under stressful conditions. Interpersonal skills using tact, patience, and courtesy. Must be able to become certified by the Crisis Prevention Institute (CPI) in non-violent crisis interventions; Knowledge and understanding of positive behavioral interventions and applied behavior analysis; Preferences First Aid and CPR training are desirable. Knowledge, training and experience within the field of Applied Behavior Analysis Work Requirements Able to bend at waist, kneel, or crouch to assist students; Able to sit or stand for extended periods of time; Able to lift and carrying of weights up to 25 pounds;

Teaches and supervises Aveson students when the regular advisor is absent.The foundation of the organization is the combination of Personalized Mastery Learning (PML), Social Leadership, and Healthy Living. ASL and AGLA serves the richly diverse Altadena and Pasadena community, and is committed to reflecting and protecting this diversity in terms of race, class, ethnicity, abilities, income, sexual orientation, gender identity, national origin, and other aspects of identity Duties/Responsibilities/Functions/Tasks All substitutes are expected to be prompt and reliable. Must be able to follow oral and written directions and have the ability to establish effective working relationships with staff and students. Ability to maintain effective classroom management strategies. The minimum performance expectations include, but are not limited to, the following functions/tasks: Reports to the office upon arrival at school/sign in and . Submits daily attendance via SIS system or paper roster by 9am to the office Maintains and respects confidentiality of student and school personnel information Maintains a discipline and classroom control that fosters a safe and positive environment for all students and staff in accordance with school and county policies Ensures the adequate supervision to assure health, welfare, and safety of all students Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Requests clarification of school rules and procedures, if necessary. Implements lesson plans. Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible. Dismisses all students from the classroom before leaving the building Supports supervision during dismissal and carline Returns instructional materials, equipment, and keys to the proper place. Complies with and supports school and district regulations and policies. Models non-discriminatory practices in all activities Performs other related duties as assigned by school administrator(s) in accordance with school/district policies and practices Qualifications BA/BS Degree CBEST California 30 day sub permit Preferences Multiple subject and/or single subject credential Work Environment This type of work will involve walking, standing or sitting for extended periods. Stooping, squatting, kneeling, overhead reaching and repetitive bending may be involved frequently with this position. Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate equipment, and handle work with various materials and objects are important aspects of this job. Reasonable accommodations may be made to enable a person with a disability to perform the essential functions of the job.

Job Description To perform a variety of clerical support to an assigned Director and other school staff, and assist with attendance, enrollment, and health-related tasks.

Job Description Under the supervision of the After School Program Director and the Principal, the After School Program Assistant works in collaboration with other Instructional Assistants and the After School Program Site Director to help provide a safe and connected environment where students thrive both academically and socially/emotionally. After School Program Aids work in both classroom and playground settings after the school day. The foundation of Aveson Charter Schools is the combination of Personalized Mastery Learning (PML), Social Leadership, and Healthy Living. ASL serves the richly diverse Altadena and Pasadena community, and is committed to reflecting and protecting this diversity in terms of race, class, ethnicity, abilities, income, sexual orientation, gender identity, national origin, and other aspects of identity. Duties/Responsibilities/Functions/Tasks Collaborate with staff to effectively manage playground behavior and/or afterschool class lesson plans; Work with individuals or small groups of GenEd students and/or students with IEPs to guide their learning; Participate in staff discussions about what's working and what's not working so that the team can problem solve; Work with other Instructional Assistants as a team to supervise students during the after-school program; Participate in trainings for SpecEd, Social Emotional Learning (SEL), and other topics as scheduled; Qualifications Enrolled in HS or HS Diploma Work Permit Pass a Department of Justice background check (Livescan) Pass a TB (tuberculosis) screening/testing Special Position Requirements Must have a strong desire to work with children, especially those with special needs - including academic, behavioral and/or social/emotional needs; Demonstrate a high level of professionalism; One year of paid or volunteer experience working with school-age children; Ability to communicate effectively in oral and written form; Ability to understand and carry out oral and written directions; Ability to remain calm under stressful conditions; Ability to take initiative and respond effectively to coaching; Interpersonal skills using tact, patience, and courtesy Preferences First Aid and CPR training are desirable. An interest in leading after-school activities centered around your personal talents/interests/hobbies is desirable. Work Requirements Able to bend at the waist, kneel, or crouch to assist students; Able to sit or stand for extended periods of time; Able to lift and carry weights up to 25 pounds; Able to be outdoors for extended periods of time; Able to walk up and down stairs/ramps.

Teachers take on the role of and are referred to as Advisors. Advisors are responsible for working with students along a learning and teaching continuum to develop instruction that aligns with our Personalized Mastery Learning model using a teaching/coaching style to support students in accomplishing their goals. The foundation of the organization is the combination of Personalized Mastery Learning (PML), Social Leadership, and Healthy Living. Aveson School of Leaders TK-5 serves the richly diverse Altadena and Pasadena community, and is committed to reflecting and protecting this diversity in terms of race, class, ethnicity, abilities, income, sexual orientation, gender identity, national origin, and other aspects of identity. Duties/Responsibilities/Functions/Tasks Advisors will be responsible and accountable for: Creating an effective advisory school family, including community-building, behavior management and conflict resolution strategies with a focus on supporting student development in social-emotional learning Working collaboratively with students and parents to develop learning plans, goals, and related benchmarks; determining the appropriate complement of teaching and learning strategies, and regular monitoring and reporting of progress to meet learning goals Supporting students in developing and managing their project-based learning; utilizing a project management system to monitor how student time is spent, progress toward goals, documentation of achievement, and development of electronic portfolios Meet at least once each month with advisees to discuss their progress; meet with advisees and their parents, as needed Providing subject area expertise; communicating the appropriate content knowledge to each student through seminars, workshops and other learning activities Facilitating standards-based learning; aligning content seminars and various teaching and learning strategies with Common Core State Standards and course/graduation requirements Using a broad range of teaching and learning strategies, with differentiated instruction as needed Using multiple assessment strategies and resulting data to drive teaching and learning strategies and to ensure continuous improvement of student learning Collaborate with GenEd/SpecEd/Admin Teams to meet student needs Using advanced technology as a learning tool; willing and able to integrate technology into teaching and student learning Organizing classroom systems/procedures to further support all students being fully engaged in learning Actively engage in Professional Development as part of the school team and as an individual Provide instruction via any delivery model adopted by Aveson Charter Schools and following Aveson Charter Schools' guidelines. Supervision of students during non-instructional periods as assigned. Bachelor's Degree (B.A., B.S. or equivalent) from an accredited college or university Demonstrated ability to work with diverse youth in an educational and/or social/recreational setting Multiple Subjects CA Credential Excellent written and verbal communication skills Preferences Masters Degree (M.A., M.S. or equivalent) from an accredited college or university 2+ years working with students as a teacher, teacher intern, or teaching assistant Ability to analyze qualitative and quantitative student data Knowledge of child cognitive development and different learning styles Knowledge of project-based learning. Knowledge of best practices in social-emotional learning and teaching. Work Environment This type of work will involve walking, standing or sitting for extended periods. Stooping, squatting, kneeling, overhead reaching and repetitive bending may be involved frequently with this position. Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate equipment, and handle work with various materials and objects are important aspects of this job. Reasonable accommodations may be made to enable a person with a disability to perform the essential functions of the job.

Are you in search of a role that provides opportunity for growth, and encourages career advancement? Do you want to save lives and have a positive influence on the community? Look no further than CLARE|MATRIX! Whether you work within the clinical arena, or the administrative world. We all work toward our shared mission, and uphold the CLARE|MATRIX values of: COMPASSION - TEAMWORK - INTEGRITY - EMPOWERMENT - ADAPTABILITY - EQUALITY. If your values align with ours… JOIN US! Why work for CLARE|MATRIX? CLARE|MATRIX is seeking bright and compassionate leaders to help save lives through recovery! We are a nonprofit organization providing effective and compassionate treatment, recovery, and prevention services for alcoholism and substance abuse to individuals, families, and the community. We offer an engaging, mission-driven work environment with excellent benefits and compensation. Work with dedicated colleagues in a dynamic setting, utilizing innovative approaches to addiction recovery and mental health treatment. We recognize our staff as the heart of our organization, and seek to provide a generous and competitive benefit package to support our employees well-being. We offer the following: BBS Supervision, on-going clinical training, MATRIX Model Training & CEUs available Employer Paid Medical, Dental, Vision, Life/AD&D, and LTD insurance Vacation and Sick Leave 11 Paid Holidays (including a birthday holiday) 403(b) Retirement Plan (may be eligible for employer matching up to 6% the 1st of the quarter after 90 days of service) Flexible Spending Account (FSA) Job Title: Behavioral Health Clinician (Full-time/non-exempt) Reports To: Residential Program Manager w/oversight by Director of Clinical Services About CLARE|MATRIX: CLARE|MATRIX is a nonprofit organization providing effective and compassionate treatment, recovery, and prevention services for alcoholism and substance abuse to individuals, families, and the community. Since 1970, CLARE|MATRIX has provided quality substance abuse and mental health treatment to men, women, and children in southern California. Through programs run by a compassionate, committed, results-oriented team of counselors, therapists, and administrators, CLARE|MATRIX continues to build its reputation as a leader in Evidence- Based Treatment practices and continues to break new ground in the areas of positive outcomes, outreach, research, and community involvement. Headquartered in Santa Monica, CA, CLARE|MATRIX maintains 7 facilities in the Southern California region; providing services to participants in a manner consistent with its Core Values: Compassion, Teamwork, Integrity, Empowerment, Adaptability and Equality. Summary Under the supervision of the Sr. Director of Clinical Services, the Behavioral Health Clinician “BHC” plays a vital role in supporting the well-being of participants receiving services at our outpatient program. The BHC provides behavioral and mental health services, including therapy, crisis intervention, and case management delivering evidence-based, trauma-informed, and person-centered therapeutic interventions to adults with substance use disorder and co-occurring mental health conditions. Essential Duties and Responsibilities To perform this job successfully, an individual must be able to perform each essential function, with or without accommodation. The requirements listed below are representative of the duties, responsibilities, knowledge, skill, and/or ability required. Supervisory Responsibilities: This position does not have direct reports. Essential Duties and Responsibilities The Behavioral Health Clinician will provide direct service and within scope of practice by spending the majority of their time conducting and documenting clinical assessments and client evaluations. A BHC I may only perform the following under supervision. Clinical Quality Care Delivery Assessment: Conduct assessments and evaluations with new and existing clients. Perform duties within timeframes to meet service goals. Assessments may include but are not limited to Mental Health Status Exam, Biopsychosocial interviews, assessment scales, app health scales, Columbia Suicide Severity, PHQ, Beck Regression, and Beck Anxiety. Therapy: Provides therapeutic interventions, including evidence-based practices for substance use and psychological disorders. Crisis and Clinical Support to Programs: Meet clinical and mental health needs as they arise conducting crisis intervention sessions. Individual Sessions: Conduct mental health evaluation, assessments, and individual sessions. Determine if and provide family and/or couple counseling as needed. Group Facilitation: Conduct group counseling and educational groups. Case Management ASAM and Treatment Plans: Review and finalize ASAM and Treatment Plans. Utilization: Perform utilization reviews and discharge summaries. Ensure charts meet quality management standards per regular utilization review and/or chart review process, including completion of review tools within designated timeframe. EHR: Maintain accurate and timely documentation of participant care in electronic health records (EMR). Shift Reports: Provide clear and concise shift reports to ensure continuity of care. Documentation and Billing EHR: Utilizing the EHR, the BHC has responsibility and oversight for ensuring the proper, correct and timely documentation of all notes and administration of participants' medical records, maintaining compliance with municipal, state and federal regulations and maintaining accurate and complete proper documentation for all participant encounters. QA and Billing: Confirms evidence of complete progress note ensuring all notes are completed in real time to expedite billing requirements. Ensure health, physical and TB test administration are reflected in the charts for billing to process timely and accurately. Safety and Compliance Compliance: Ensures program compliance with all CLARE|MATRIX Policies and Procedures. The BHC must adhere to all state and federal regulations and prioritize participant safety and dignity in all aspects of care. Adhere to and ensure all staff follows all safety rules and regulations. HIPPA Compliance: Secures participant information and maintains strict participant confidence by completing and safeguarding medical records and ensuring participant information is kept confidential. Professional Behavior: Ensures strict maintenance of professional boundaries following established limits and guidelines for appropriate behavior with participants, ensuring a safe and ethical environment by clearly separating the professional role from personal interactions, and protecting the participant's privacy and dignity. Boundaries typically include but are not limited to personal disclosure limits, physical touch restrictions, and clear communication about the professional nature of the relationship. Safety Standards: Ensure health and safety regulations are upheld to CLARE|MATRIX standards, OSHA, CAL-OSHA, and all regulatory requirements. Incident reports: Complete incident reports timely and in accordance with company and regulatory requirements. Teamwork and Collaboration Communication: Collaborate with nurses, therapists, and other clinical providers to communicate participant changes, needs, updates, and progress. Respond to staff and participants in a professional and courteous manner. Meetings: Participate in staff meetings, one-on-one meetings with supervisors, and other meetings as required. Education and Training: Participate in ongoing training, team meetings, and certifications to maintain eligibility for the role. Secondary Areas of Responsibility Other duties as assigned Qualifications Must have a current, valid and unrestricted mental health license in the State of California as designated by the California Board of Behavioral Sciences (BBS) to qualify as a BHC II. Qualifying licensure includes LCSW, LMFT, and LPCC. To qualify as a BHC I, you must have a current, valid and unrestricted registration as an ACSW, or AMFT. Must have current and valid First Aid and CPR certification. Must provide proof of active evidence of Professional Liability Insurance appropriate to the scope of licensure and practice. This must be maintained as a condition of employment. Knowledge, Skills, Competencies, and Experience BHC II BHC I Knowledge of co-occurring mental health disorders, and/or substance use disorders (SUD). Familiarity with co-occurring mental health disorders, and/or substance use disorders (SUD). Knowledge of ASAM criteria and co-occurring mental health disorders. Familiarity with ASAM criteria and co-occurring mental health disorders. Knowledge of Title 22, DHCS, and Joint Commission or CARF standards. Familiarity with Title 22, DHCS, and Joint Commission or CARF standards. Experience with electronic health records “EHR”. Familiarity with electronic health records “EHR”. Effective communication, organizational, and time-management skills. Effective communication, organizational, and time-management skills. Effective verbal and written communication and interpersonal skills. Effective verbal and written communication and interpersonal skills. Organized and detailed oriented. Organized and detailed oriented. Self-motivated and able to effectively carry out job duties and responsibilities. Self-motivated and able to effectively carry out job duties and responsibilities. Thrive in a fast-paced environment. Thrive in a fast-paced environment. Physical Demands: While performing the responsibilities of the job, the employee is regularly required to talk and hear. The employee is regularly required to sit and use their hands and fingers, to handle or feel. The employee is regularly required to stand, walk, and reach with arms and hands overhead or below the waist. The employee is rarely required to stoop, kneel, crouch or crawl. The employee is rarely required to lift, carry, push or pull up to 10 pounds. Vision abilities required by this job include close vision. The candidate must be able to complete all physical requirements of the job with or without reasonable accommodation. These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the job. Reasonable accommodation may be provided to enable people with disabilities to perform the described essential functions. Medical History: All employees who have or require contact with participants, or in food preparation, shall complete a health screening report or a health questionnaire. A health screening report will be provided upon hire. For all residential and detox employees, a health screening report will be completed and signed off by a medical practitioner for clearance. All employees will complete a self-report screening questionnaire. A TB test will be conducted under licensed medical supervision not more than 60 calendar days prior to 7 calendar days after employment and renewed annually from the date of the last tuberculosis test. Staff with a known record of tuberculosis or a record of positive testing shall not be required to obtain a tuberculosis skin test. Unless there is documentation that the staff has completed at least 6 months of preventive therapy, the staff shall be required to obtain, within 45 calendar days of employment, a chest x-ray result and a physician's statement that the incumbent does not have tuberculosis and has not been under regular care and monitoring for tuberculosis. A chest x-ray within the prior 6 months is acceptable. The physician's statement shall be renewed annually. Work Environment: This job will be primarily located at the CLARE|MATRIX facilities in Ontario and Santa Monica, California. This job is primarily an office environment and requires the ability to operate standard office equipment and keyboards. The work environment is fast-paced and dynamic. The work requires the ability to work in a confined area. The work environment may involve exposure to participants experiencing challenging behaviors including occasional acts of aggression. While performing the responsibilities of the job, the work environment characteristics are representative of the environment the job holder will encounter. Reasonable accommodation may be made to enable people with disabilities to perform the essential functions of the job. Disclaimer: The employee must be able to perform the essential functions of the position satisfactorily and, if requested, reasonable accommodation will be provided to enable employees with disabilities to perform the essential functions of their job, absent undue hardship for the Company. Furthermore, s may change over time as requirements and employee skill levels change. The Company retains the right to change or assign other duties to this position. Conclusion: This is intended to convey information essential to understanding the functions, job responsibilities and expectations of the role. This job description is not intended to be an exhaustive list of qualifications, skills, efforts, duties, responsibilities or working conditions associated with the position.

Job Description Under the supervision of the Site Director/Principal, the Instructional Assistants works in collaboration with Classroom Advisors and other Instructional Assistants to help provide a safe and connected learning environment where students thrive both academically and social emotionally in both classroom and playground settings. The foundation of the organization is the combination of Personalized Mastery Learning (PML), Social Leadership, and Healthy Living. ASL serves the richly diverse Altadena and Pasadena community, and is committed to reflecting and protecting this diversity in terms of race, class, ethnicity, abilities, income, sexual orientation, gender identity, national origin, and other aspects of identity. Duties/Responsibilities/Functions/Tasks Support delivery of services and accommodations for students with Individualized Education Plans (IEPs); Support delivery of behavior or academic support plans for students with 504 Plan accommodations or who have a Student Study Team plan; Collaborate with Advisors to effectively manage classroom behavior and/or academic lesson plans; Work with individuals or small groups of GenEd students and/or students with IEPs to guide their learning; Participate in discussions about what's working and what's not working so that the team can problem solve; Work with other Instructional Assistants as a team to supervise students at recess and lunch times; Participate in trainings for SpecEd, Social Emotional Learning (SEL), and other topics as scheduled Qualifications The equivalent of graduation from high school (Verification will be required for high school graduation, college units, and degrees.) Pass a Department of Justice background check (Livescan) Pass a TB (tuberculosis) screening/testing Special Position Requirements Must have a strong desire to work with children, especially those with special needs - including academic, behavioral and/or social emotional needs; Demonstrates a high level of professionalism; One year of paid or volunteer experience working with school-age children; Ability to communicate effectively in oral and written form; Ability to understand and carry out oral and written directions; Ability to remain calm under stressful conditions; Ability to take initiative and respond effectively to coaching; Interpersonal skills using tact, patience, and courtesy Preferences First Aid and CPR training desirable. Work Requirements Able to bend at the waist, kneel, or crouch to assist students; Able to sit or stand for extended periods of time; Able to lift and carrying of weights up to 25 pounds; Ability to be outdoors for extended periods of time; Ability to walk up and down stairs/ramps

AOD II Counselor - About CLARE|MATRIX : CLARE|MATRIX “CM” is a nonprofit organization providing effective and compassionate treatment, recovery, and prevention services for alcoholism and substance use to individuals, families, and the community. Headquartered in Santa Monica, CA, CLARE|MATRIX maintains multiple facilities in the Southern California region. Since 1970, CLARE|MATRIX has provided quality substance use and mental health treatment to individuals in treatment for Substance Use Disorder (SUD) in Southern California. Summary Under general supervision, the AOD II Counselor provides proficient, trauma-informed Substance Use Disorder (SUD) counseling services to participants each day, guiding them through the early stages of recovery by providing assessments, counseling, education, crisis intervention within scope, and delivers structured education to support participant growth. The AOD II Counselor collaborates closely with a multidisciplinary team, ensures clear and timely documentation, and contributes to a stable, recovery-oriented treatment environment. The AOD II may support program quality by mentoring and guiding AOD I counselors. To perform this job successfully, an individual must be able to perform each essential function, with or without reasonable accommodation. The information below provides an overview of the primary duties, responsibilities, knowledge, skills, and abilities required for this role; however, it is not a comprehensive or exhaustive list. A full, detailed job description outlining all essential functions will be provided. Tasks and Responsibilities Conduct screenings, SUD assessments, and participant intakes. Facilitate individual and group counseling using evidence-based approaches. Develop and update treatment plans that support participant goals. Provide crisis intervention and de-escalation within certification scope. Deliver psychoeducation and support participant skill-building. Maintain accurate, timely documentation in the EHR. Collaborate with multidisciplinary team members and coordinate participant care. Qualifications Completion of 315 hours of state-approved SUD education. Certified with CCAPP: CADC-I, or similar level credential with other accredited certifying bodies. Proficient counseling, communication, and documentation skills. Completion of 255 supervised practicum hours. Experience in residential or outpatient SUD treatment. CPR/First Aid certification required or obtained upon hire. Must exhibit emotional maturity, resilience, and the interpersonal skills required to engage respectfully and effectively with individuals in recovery, and to support group dynamics in a diverse treatment community. Candidates who identify as being in recovery must demonstrate at least one (1) year of continuous sobriety.

Job Description Under the supervision of the Director of Inclusion and the Inclusion Specialists, the Inclusion Specialist Assistant works with students as partners in their learning. The foundation of the organization is the combination of Personalized Mastery Learning (PML), Social Leadership, and Healthy Living. Aveson serves the richly diverse Altadena and Pasadena community, and is committed to reflecting and protecting this diversity in terms of race, class, ethnicity, abilities, income, sexual orientation, gender identity, national origin, and other aspects of identity.

About CLARE|MATRIX: CLARE|MATRIX “CM” is a nonprofit organization providing effective and compassionate treatment, recovery, and prevention services for alcoholism and substance use to individuals, families, and the community. Headquartered in Santa Monica, CA, CLARE|MATRIX maintains multiple facilities in the Southern California region. Since 1970, CLARE|MATRIX has provided quality substance use and mental health treatment to individuals in treatment for Substance Use Disorder (SUD) in Southern California. Summary As an individual contributor under general supervision, the Field-Based Services (FBS) Counselor III provides advanced SUD counseling, care coordination, and crisis intervention in community settings such as shelters, interim housing, permanent supportive housing, and encampments. The counselor delivers trauma-informed, culturally responsive services, completes assessments and treatment plans, facilitates counseling, and supports program quality through collaboration and mentorship. Supervisory Responsibilities: This position does not have direct reports. Essential Duties and Responsibilities To perform this job successfully, an individual must be able to perform each essential function, with or without accommodation. The requirements listed below are representative of the duties, responsibilities, knowledge, skill, and/or ability required. 1. COUNSELOR SERVICES - This highly mobile role requires extensive walking and working in unpredictable environments with participants who are unhoused and experiencing co-occurring mental health conditions. a. Screening: Conduct field-based screenings for substance use risk using validated tools to determine service needs and eligibility for outpatient treatment. b. Intake: Complete intake documentation in the field, gathering relevant background, environmental factors, and immediate needs to inform level-of-care placement. c. Orientation: Provide participants with orientation to available services, expectations, rights, and program processes within community settings, ensuring understanding despite nontraditional environments. d. Assessment: Complete biopsychosocial assessments and ASAM-informed evaluations in shelters, interim housing, permanent supportive housing communities, or encampments to determine clinical needs and level of care. e. Treatment Planning: Develop individualized treatment plans that integrate participant goals, ASAM criteria, harm reduction principles, and field-based environmental realities. Monitor process and adjust treatment plan as necessary. f. Counseling: Facilitate individual and group counseling using evidence-based models, Matrix Model, motivational interviewing, harm reduction, relapse prevention, trauma-informed care, and CBT-informed strategies appropriate for mobility-based service delivery. g. Crisis Intervention: Provide high-level crisis intervention for issues such as withdrawal concerns, suicidality, behavioral escalation, and environmental safety risks, engaging emergency support when necessary. h. Client/Family Education: Educate participants about substance use, relapse prevention, coping strategies, MAT options, harm reduction, and recovery concepts using accessible language and culturally responsive methods. i. Referral: Refer participants to appropriate levels of care, medical providers, mental health services, housing support, and community partners using warm handoffs and field-based accompaniment when needed. j. Consultation: Engage in case consultation with supervisors, clinical leadership, and partner agencies to ensure high-quality, coordinated care across systems. k. MAT Support: Educate participants on medication-assisted treatment (MAT) options and coordinate linkage with prescribers; support adherence through motivational support and care coordination with proper ROI. 2. CASE MANAGEMENT a. Service Coordination: Provide field-based care coordination linking participants to mental health care, medical services, housing resources, and social support systems. b. Advocacy: Advocate for participant needs in community settings by working collaboratively with shelter staff, outreach teams, housing providers, medical partners, and allied community agencies. c. Resource Navigation: Assist participants in obtaining IDs, benefits, transportation, and other essential supports necessary for stability and treatment engagement. d. Transitions of Care: Facilitate transitions between levels of care such as OP, IOP, residential treatment, withdrawal management, or harm reduction programs. e. Discharge Planning: Develop discharge plans centered on continuity, safety, and recovery supports, even when clients remain in the community or permanent supportive housing settings. 3. DOCUMENTATION AND BILLING a. Documentation: Complete timely and accurate documentation in the agency EHR consistent with SAPC, DHCS, and agency requirements for field-based services. b. Medical Necessity: Document interventions, risk factors, environmental conditions, and participant progress to establish and maintain medical necessity. c. Billing Compliance: Ensure documentation supports billing for allowable FBS services, following SAPC guidelines for mobile service delivery. d. Confidentiality: Maintain strict compliance with HIPAA and 42 CFR Part 2 when providing services and documenting care in nontraditional, public, or dynamic field environments. 4. SAFETY AND COMPLIANCE a. Safety Practices: Follow CAL/OSHA, IIPP, and agency safety procedures appropriate for field-based outreach, including dynamic risk assessment of encampments and community locations. b. Naloxone Readiness: Carry naloxone or another FDA-approved opioid antagonist medication during all outreach activities unless prohibited by site-specific regulation. c. Environmental Awareness: Recognize environmental hazards in shelters, outdoor settings, and interim housing communities; adapt service delivery accordingly. d. Regulatory Compliance: Deliver services consistent with SAPC Field-Based Service Standards, including cultural competency (CLAS), harm reduction integration, and confidentiality requirements. 5. TEAMWORK AND COLLABORATION a. Communication: Communicate effectively and professionally with supervisors, clinical leadership, housing partners, and multidisciplinary team members regarding participant needs, safety concerns, and care coordination tasks. b. Collaboration: Work in close partnership with shelter staff, case managers, street outreach teams, healthcare providers, and behavioral health collaborators to support integrated care. c. Mentorship: May provide guidance and field-based modeling to AOD I and AOD II counselors, supporting development of trauma-informed and community-based counseling skills. d. Interdisciplinary Participation: Participate in case reviews, coordination meetings, safety briefings, and supervision sessions to support program continuity and clinical quality. 6. SECONDARY AREAS OF RESPONSIBILITY a. Outreach: Support community outreach strategies to engage individuals who may not access traditional treatment settings, aligned with the “Reaching the 95% initiative”. b. Program Development: Contribute to program improvements, curriculum refinement, training initiatives, and field-based service workflows. c. Additional Duties: Perform other duties as assigned to support field-based operations, agency needs, or clinical services. 7. QUALIFICATIONS a. Certification: Must hold an active and valid advanced certification: CADC-II (CCAPP), CAODC-S (CADTP), or CATC IV-V (CAADE). b. Experience: Must meet SAPC staff requirements for FBS providers; experience working with high-acuity, community-based populations, including co-occurring disorders, strongly preferred. c. Travel Requirement: The role requires the ability to travel independently and reliably between multiple work sites and community locations during scheduled work hours to deliver services. d. Safety Training: Must complete and maintain CPR/First Aid certification; Naloxone training, Overdose prevention, agency-required field safety training completed upon hire. E. Trainings: All agency trainings as needed. 8. KNOWLEDGE, SKILLS, COMPETENCIES, AND EXPERIENCE Knowledge: Demonstrates understanding of SUD treatment models, ASAM criteria, harm reduction principles, community-based systems of care, and trauma-informed practice. Skills: Exhibits strong counseling, de-escalation, communication, and documentation skills adaptable to fluid, nontraditional settings. Competencies: Maintains professionalism, cultural responsiveness, emotional maturity, and ethical judgment in high-intensity environments. Experience: Shows ability to work effectively in field settings including shelters, permanent supportive housing programs, encampments, and outdoor community environments. Sobriety: Candidates who identify as being in recovery must demonstrate at least one (1) year of continuous sobriety. Physical Demands: While performing the duties of this job, the employee is continuously required to talk and hear. Field-Based Services is a high-mobility role, and the employee must be able to walk for extended periods throughout the workday, often several hours at a time, across a variety of community settings including shelters, interim housing, permanent supportive housing, street locations, and encampments. The employee must be able to safely navigate long distances, uneven terrain, stairs, outdoor environments, and unpredictable physical conditions while carrying necessary work materials. The employee is regularly required to stand, bend, and move between different field locations with limited seating access. The employee is frequently required to use hands and fingers to operate mobile devices and documentation tools. The employee may be required to reach overhead or below the waist and may occasionally need to stoop, kneel, or crouch when engaging participants in nontraditional settings. The employee may be required to lift, carry, push, or pull up to 25 pounds, including outreach supplies and safety equipment. Vision abilities required for this job include close vision and the ability to adjust focus in both indoor and outdoor environments. The employee must be able to perform all physical requirements of the job with or without reasonable accommodation. These physical demands represent the essential physical requirements necessary for an employee to successfully perform this job. Reasonable accommodation may be provided to enable individuals with disabilities to perform the essential functions of the position. Medical History: All employees who have or may have contact with participants, or who work in food preparation, are required to complete a Health Screening Report or Health Questionnaire as part of onboarding. The Health Screening Report must be completed and signed by a licensed medical practitioner to confirm the employee's ability to safely perform the essential functions of the position. All employees will also complete a confidential self-report health questionnaire in accordance with ADA/FEHA requirements. A TB test must be completed under licensed medical supervision no more than 60 calendar days prior to hire or within 7 calendar days after hire and must be renewed annually based on the date of the last TB screening. Employees with a known history of tuberculosis infection or a prior positive TB test are not required to undergo repeat TB skin or blood testing. Unless they have documentation confirming completion of at least six months of preventive therapy, they must obtain a chest X-ray within 45 calendar days of hire (a chest X-ray completed within the prior six months is acceptable) and provide a physician's statement confirming they do not have active tuberculosis. This physician's statement must be renewed annually. Repeat chest X-rays are not required unless clinically indicated. Work Environment: This position is primarily located in Santa Monica and adjacent cities and may involve working in participant-accessible areas, group rooms, offices, and other designated program spaces. The work environment is fast-paced and requires the ability to adapt to changing participant needs and support a supportive program setting. The role involves regular interaction with participants who may exhibit challenging behaviors, including verbal escalations or agitation. The position requires the ability to operate standard office equipment and complete documentation at a computer workstation. The employee may be required to work in a confined or shared space at times. While performing the responsibilities of the job, the work environment characteristics are representative of those the employee will encounter during assigned duties. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. Disclaimer: The employee must be able to perform the essential functions of the position satisfactorily and, if requested, reasonable accommodation will be provided to enable employees with disabilities to perform the essential functions of their job, absent undue hardship for the Company. Furthermore, s may change over time as requirements and employee skill levels change. The Company retains the right to change or assign other duties to this position. Conclusion: This is intended to convey information essential to understanding the functions, job responsibilities and expectations of the role. This job description is not intended to be an exhaustive list of qualifications, skills, efforts, duties, responsibilities or working conditions associated with the position. Mon-Friday | Day Shift 40 Hours

To perform a variety of clerical support to an assigned Director and other school staff, and assist with attendance, enrollment, and health-related tasks.

Are you in search of a role that provides opportunity for growth, and encourages career advancement? Do you want to save lives and have a positive influence on the community? Look no further than CLARE|MATRIX! Whether you work within the clinical arena, or the administrative world. We all work toward our shared mission, and uphold the CLARE|MATRIX values of: COMPASSION - TEAMWORK - INTEGRITY - EMPOWERMENT - ADAPTABILITY - EQUALITY. If your values align with ours… JOIN US! Why work for CLARE|MATRIX? CLARE|MATRIX is seeking bright and compassionate leaders to help save lives through recovery! We are a nonprofit organization providing effective and compassionate treatment, recovery, and prevention services for alcoholism and substance abuse to individuals, families, and the community. We offer an engaging, mission-driven work environment with excellent benefits and compensation. Work with dedicated colleagues in a dynamic setting, utilizing innovative approaches to addiction recovery and mental health treatment. We recognize our staff as the heart of our organization, and seek to provide a generous and competitive benefit package to support our employees well-being. We offer the following: Employer paid Medical, Dental, Vision, Life/AD&D, and LTD insurance Vacation and sick Leave 11 Paid Holidays (including a birthday holiday) 403(b) Retirement Plan (may be eligible for employer matching up to 6% the 1 st of the quarter after 90 days of service) Flexible Spending Account (FSA) Clinical supervision, on-going clinical training, MATRIX Model Training & CEUs available Job Title: Substance Use Disorder (SUD) Counselor II & III Reports to: Program Director SUD Counselor II is a Counselor who is certified by a recognized governing body by the state of California. SUD Counselor III is a Counselor that is certified and also has 5+ years of experience and at least 10,000 hours of supervised work experience. Summary: The SUD Counselor II supports the activities of the department, which provides high quality substance abuse recovery services for people who are struggling with the addictions to alcohol and other drugs by assisting them in achieving identified goals. Major Areas of Responsibility: Manage a caseload of clients Group Facilitation, individual counseling & case management of clients File compliance ensuring contractual guidelines and CLARE|MATRIX's standards are upheld Crisis Management Collaborative team work Maintain a good knowledge and understanding of CLARE|MATRIX's mission, vision, & philosophy Contribute to a healthy work environment Actively participate in meetings and team-building activities. Communicate on a direct and timely basis about needs and problems as they arise. Ensure standards of conduct are upheld to CLARE|MATRIX standards. Ensure a community environment is maintained. Ensure health and safety regulations are upheld to CLARE|MATRIX standards. Maximize learning opportunities by remaining receptive to constructive feedback and utilizing support available from your supervisor and others. Represent CLARE|MATRIX at community meetings, collaborate with other social services agencies as a part of continuum of care, and serve as an advocate for CLARE|MATRIX constituents, if applicable. Knowledge, Experience & Skills: The ideal candidate will have counseling experience in a substance abuse treatment center setting. In addition, the following are strongly desired/required: Experience and ability to work well with diverse populations. Possess an understanding of issues of substance use and mental health. Must have reliable transportation. Excellent organizational, verbal, written, and counseling skills. The Core Functions of a substance abuse counselor are as listed below: Screening Intake Orientation Assessment Treatment Planning Counseling Case Management Crisis Intervention Client Education Referral Reports and Record keeping Consultation with Other Professionals **Per State of CA, all client facing employees must be fully vaccinated To learn more about CLARE|MATRIX please visit: **************************** CLARE|MATRIX is an equal opportunity/affirmative action employer. CLARE|MATRIX does not discriminate because of gender, sexual orientation, race, religion, age or physical, mental or sensory challenges. No qualified applicant will be denied employment sole on the basis of having or not having a prior history of alcoholism or other drug addiction. Physical Demands: While performing the responsibilities of the job, the employee is required to talk and hear. The employee is often required to sit and use their hands and fingers, to handle or feel. The employee is occasionally required to stand, walk, reach with arms and hands, climb or balance; and to stoop, kneel, crouch or crawl. Vision abilities required by this job include close vision. These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the job. Reasonable accommodation can be made to enable people with disabilities to perform the described essential functions. Medical History: All employees whose functions require or necessitate contact with client or food preparation shall complete a health screening report or a health questionnaire. Health screening report or health questionnaire will be provided upon hire. For all residential employees a health screening report, be completed and signed off by a medical practitioner signature for clearance. All outpatient employees will complete at minimum a self-report screening questionnaire. TB test are to be conducted under licensed medical supervision not more than 60 calendar days prior to or 7 calendar days after employment and renewed annually from the date of the last tuberculosis test. Staff with a known record of tuberculosis or record of positive testing shall not be required to obtain a tuberculosis skin test. Unless there is documentation that the staff completed at least 6 months of preventive therapy, the staff shall be required to obtain, within 45 calendar days of employment, a chest x-ray result and a physician's statement that the incumbent does not have communicable tuberculosis and has been under regular care and monitoring for tuberculosis. A chest x-ray within the prior 6 months is acceptable. The physician's statement shall be renewed annually. Work Environment: This job will be primarily located at the CLARE|MATRIX's offices in Santa Monica, CA. While performing the responsibilities of the job, these work environment characteristics are representative of the environment the job holder will encounter. Reasonable accommodations may be made to enable people with disabilities to perform the essential functions of the job. Conclusion: This is intended to convey information essential to understanding the scope of the job and the general nature and level of work performed by the job holders within this job. But, this job description is not intended to be an exhaustive list of qualifications, skills, efforts, duties, responsibilities or working conditions associated with the position.

Under the direction of the Director of Inclusion, the Special Education 1:1 aide will provide behavior, academic and social support to students identified as having a need for additional (or dedicated) adult support in their IEP. Duties/Responsibilities/Functions/Tasks Work with assigned student or students; Ability to approach students with an attitude of understanding, patience, and calm; Under supervisor direction, implement the student's Behavior Intervention Plan, and curriculum modifications/accommodations; Support social interactions Model appropriate behavioral interventions; Collect data on a daily basis to gather information used by IEP team to revise the Behavior Intervention Plan and to develop annual IEP goals and objectives; Maintain appropriate documentation, records, and reports; Consult and collaborate with Sped Team about student progress; Performs other related duties as assigned. Support classroom teacher(s) or special education team when a student is absent. Qualifications The equivalent of graduation from high school (Verification will be required for high school graduation, college units, and degrees.) Pass a Department of Justice background check (Livescan) Pass a TB (tuberculosis) screening/testing Special Position Requirements Must have a strong desire to work with children, especially those with special needs and behavior concerns Demonstrates a high level of professionalism; One year of paid or volunteer experience working with school-age children; Ability to communicate effectively in oral and written form; Ability to understand and carry out oral and written directions; Ability to remain calm under stressful conditions. Interpersonal skills using tact, patience, and courtesy. Must be able to become certified by the Crisis Prevention Institute (CPI) in non-violent crisis interventions; Knowledge and understanding of positive behavioral interventions and applied behavior analysis; Preferences First Aid and CPR training are desirable. Knowledge, training and experience within the field of Applied Behavior Analysis Work Requirements Able to bend at waist, kneel, or crouch to assist students; Able to sit or stand for extended periods of time; Able to lift and carrying of weights up to 25 pounds;

Under the supervision of the After School Program Director and the Principal, the After School Program Assistant works in collaboration with other Instructional Assistants and the After School Program Site Director to help provide a safe and connected environment where students thrive both academically and socially/emotionally. After School Program Aids work in both classroom and playground settings after the school day. The foundation of Aveson Charter Schools is the combination of Personalized Mastery Learning (PML), Social Leadership, and Healthy Living. ASL serves the richly diverse Altadena and Pasadena community, and is committed to reflecting and protecting this diversity in terms of race, class, ethnicity, abilities, income, sexual orientation, gender identity, national origin, and other aspects of identity. Duties/Responsibilities/Functions/Tasks Collaborate with staff to effectively manage playground behavior and/or afterschool class lesson plans; Work with individuals or small groups of GenEd students and/or students with IEPs to guide their learning; Participate in staff discussions about what's working and what's not working so that the team can problem solve; Work with other Instructional Assistants as a team to supervise students during the after-school program; Participate in trainings for SpecEd, Social Emotional Learning (SEL), and other topics as scheduled; Qualifications Enrolled in HS or HS Diploma Work Permit Pass a Department of Justice background check (Livescan) Pass a TB (tuberculosis) screening/testing Special Position Requirements Must have a strong desire to work with children, especially those with special needs - including academic, behavioral and/or social/emotional needs; Demonstrate a high level of professionalism; One year of paid or volunteer experience working with school-age children; Ability to communicate effectively in oral and written form; Ability to understand and carry out oral and written directions; Ability to remain calm under stressful conditions; Ability to take initiative and respond effectively to coaching; Interpersonal skills using tact, patience, and courtesy Preferences First Aid and CPR training are desirable. An interest in leading after-school activities centered around your personal talents/interests/hobbies is desirable. Work Requirements Able to bend at the waist, kneel, or crouch to assist students; Able to sit or stand for extended periods of time; Able to lift and carry weights up to 25 pounds; Able to be outdoors for extended periods of time; Able to walk up and down stairs/ramps.

About CLARE|MATRIX: CLARE|MATRIX “CM” is a nonprofit organization providing effective and compassionate treatment, recovery, and prevention services for alcoholism and substance use to individuals, families, and the community. Headquartered in Santa Monica, CA, CLARE|MATRIX maintains multiple facilities in the Southern California region.

Under the supervision of the Site Director/Principal, the Instructional Assistants works in collaboration with Classroom Advisors and other Instructional Assistants to help provide a safe and connected learning environment where students thrive both academically and social emotionally in both classroom and playground settings. The foundation of the organization is the combination of Personalized Mastery Learning (PML), Social Leadership, and Healthy Living. ASL serves the richly diverse Altadena and Pasadena community, and is committed to reflecting and protecting this diversity in terms of race, class, ethnicity, abilities, income, sexual orientation, gender identity, national origin, and other aspects of identity. Duties/Responsibilities/Functions/Tasks Support delivery of services and accommodations for students with Individualized Education Plans (IEPs); Support delivery of behavior or academic support plans for students with 504 Plan accommodations or who have a Student Study Team plan; Collaborate with Advisors to effectively manage classroom behavior and/or academic lesson plans; Work with individuals or small groups of GenEd students and/or students with IEPs to guide their learning; Participate in discussions about what's working and what's not working so that the team can problem solve; Work with other Instructional Assistants as a team to supervise students at recess and lunch times; Participate in trainings for SpecEd, Social Emotional Learning (SEL), and other topics as scheduled Qualifications The equivalent of graduation from high school (Verification will be required for high school graduation, college units, and degrees.) Pass a Department of Justice background check (Livescan) Pass a TB (tuberculosis) screening/testing Special Position Requirements Must have a strong desire to work with children, especially those with special needs - including academic, behavioral and/or social emotional needs; Demonstrates a high level of professionalism; One year of paid or volunteer experience working with school-age children; Ability to communicate effectively in oral and written form; Ability to understand and carry out oral and written directions; Ability to remain calm under stressful conditions; Ability to take initiative and respond effectively to coaching; Interpersonal skills using tact, patience, and courtesy Preferences First Aid and CPR training desirable. Work Requirements Able to bend at the waist, kneel, or crouch to assist students; Able to sit or stand for extended periods of time; Able to lift and carrying of weights up to 25 pounds; Ability to be outdoors for extended periods of time; Ability to walk up and down stairs/ramps

AOD II Counselor - About CLARE|MATRIX: CLARE|MATRIX “CM” is a nonprofit organization providing effective and compassionate treatment, recovery, and prevention services for alcoholism and substance use to individuals, families, and the community. Headquartered in Santa Monica, CA, CLARE|MATRIX maintains multiple facilities in the Southern California region. Since 1970, CLARE|MATRIX has provided quality substance use and mental health treatment to individuals in treatment for Substance Use Disorder (SUD) in Southern California. Summary Under general supervision, the AOD II Counselor provides proficient, trauma-informed Substance Use Disorder (SUD) counseling services to participants each day, guiding them through the early stages of recovery by providing assessments, counseling, education, crisis intervention within scope, and delivers structured education to support participant growth. The AOD II Counselor collaborates closely with a multidisciplinary team, ensures clear and timely documentation, and contributes to a stable, recovery-oriented treatment environment. The AOD II may support program quality by mentoring and guiding AOD I counselors. To perform this job successfully, an individual must be able to perform each essential function, with or without reasonable accommodation. The information below provides an overview of the primary duties, responsibilities, knowledge, skills, and abilities required for this role; however, it is not a comprehensive or exhaustive list. A full, detailed job description outlining all essential functions will be provided. Tasks and Responsibilities Conduct screenings, SUD assessments, and participant intakes. Facilitate individual and group counseling using evidence-based approaches. Develop and update treatment plans that support participant goals. Provide crisis intervention and de-escalation within certification scope. Deliver psychoeducation and support participant skill-building. Maintain accurate, timely documentation in the EHR. Collaborate with multidisciplinary team members and coordinate participant care. Qualifications Completion of 315 hours of state-approved SUD education. Certified with CCAPP: CADC-I, or similar level credential with other accredited certifying bodies. Proficient counseling, communication, and documentation skills. Completion of 255 supervised practicum hours. Experience in residential or outpatient SUD treatment. CPR/First Aid certification required or obtained upon hire. Must exhibit emotional maturity, resilience, and the interpersonal skills required to engage respectfully and effectively with individuals in recovery, and to support group dynamics in a diverse treatment community. Candidates who identify as being in recovery must demonstrate at least one (1) year of continuous sobriety. Swing Shift: 2:00 pm - 10:30 pm