Behavior Technician - Transition Academy

West Fargo Public Schools•Clayton, ND

1d•Onsite

About The Position

The Behavior Technician will assist within the district's specialized programs and will assist learners with daily instructional and non-instructional activities in the school and community, providing skills instruction and behavior reduction protocols to learners with disabilities under the supervision of the classroom teacher and behavior specialist. The West Fargo Transition Academy (WFTA) is an educational option for learners with disabilities, ages 18-21 years, who have completed their high school academic requirements and are ready to transition to a community-based program that emphasizes a seamless transition to post-high school settings. Placement in the Transition Academy is determined by the learner's Individualized Education Program (IEP). The IEP team utilizes the learner's transition assessments and transition goals to determine appropriate programming for the individual learner. The WFTA strives to ensure there is collaboration among school, family, and appropriate adult service agencies to best serve the learners. As the transition learner leaves the educational system, the WFTA facilitates a plan for employment, recreation, and post-secondary education to support lifelong success. See Program Goals at the end of the job description for further information.

Requirements

High School Diploma or General Education Degree (GED).
Driver's License and ability to be covered by district's insurance carrier.
Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
Ability to communicate effectively verbally, expressively, and reactively.
Exercise confidentiality, discretion, and good judgement.
Adhere to the assigned work schedule by maintaining regular and punctual attendance.

Nice To Haves

Associate's Degree is preferred.
Experience working in special education is preferred.
Experience working with complex learner behaviors is preferred.

Responsibilities

Develops positive, effective working relationships with learners and staff.
Collaborates with high schools to create a seamless transition between programs.
Assists educators in routine classroom operation, daily activities and assignments.
Maintains classroom by assisting educator with daily organization.
Acts as a liaison between resource and content area classroom.
Assist paraprofessionals in other programs when needed.
Prompts safe and socially acceptable replacement behaviors in order to build a repertoire of communication, social interaction, and problem-solving skills.
Establishes & maintains relationship with learners by pairing self as a reinforcer.
Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Fosters learner independence and works toward reducing and/or eliminating reliance on paraprofessional support.
Demonstrates understanding of learner's disability, is courteous, respectful, and fair.
Acts as a communication liaison between learner and educator.
Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
Partners with others to resolve potential controversy and conflict through respectful discussion.
Proactively seeks to understand the ideas, opinions, and skills of others.
Demonstrates initiative and creativity with learners and their program(s).
Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Fades prompts appropriately to promote both successful and independent responding.
Increases the frequency or duration of safe and appropriate replacement behaviors by providing access to reinforcers (desired items/actions, attention, or removal of demands/aversive situations).
Consistently regulates behavior management of learner at the direction of the special education educator and in accordance with learner's behavioral plan.
Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Maintains and acquires technical knowledge by attending required trainings and passing competency assessments.
Maintains composure while dealing with stressful situations.
Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Provides skills instruction and behavior reduction protocols to learners with disabilities under the supervision of the classroom educator and behavior specialist within the district's specialized programs.
Accurately collects observable behavior data including Antecedent-Behavior-Consequence, count, frequency, duration, latency, inter-response time, event, and interval-based recording.
Implements learners positive behavior support plans with fidelity as specified by educator and support staff.
Provides structure by consistently conducting daily lesson plans set up by educator.
Provides playground and noon duty supervision as directed by the building principal.