Position Profile

Position: Temporary Behavior Technician

Department/School: Taylor ES

Reports To: Principal

Schedule: 187 days: 5 hours per day

Status: Temp / Hourly

FLSA: Non-Exempt

Applicants must be legally authorized to work in the United States.

Position Summary:

The Temporary Behavior Technician (RBT) is a specialized ESP staff member who practices under the close, ongoing supervision of a Special Education Teacher or Behavior Interventionist. The BT is primarily responsible for the direct implementation of behavior analytic services and safety monitoring for students with disabilities.. The BT will provide social skills intervention and behavior reduction protocols based upon the principles of Applied Behavior Analysis to children with Autism, Social Emotional Disabilities, and related developmental disabilities in the school setting. The BT will collect data on programs, assist with teacher and staff training, and assist the Special Education Team with behavioral assessments as needed. The BT will be responsible for supporting in classrooms and modeling behavioral supports and interventions to school staff under the direction of the SPED Team. At all times, the BT is required to follow the prescribed behavioral skill acquisition and behavior reduction protocols, utilize safe & appropriate handing procedures when working with students, maintain student confidentiality, and maintain a clean, safe, and organized work and learning environment.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other Health Related Duties may be assigned.

• Provide direct behavioral intervention in 1:1 and group settings utilizing a combination of intensive and natural environment training arrangements. Follow and record data for behavioral training protocols Collect, record, and summarize data on observable student behavior.

• Effectively communicate with school staff regarding student progress as instructed by the SPED Team. Collaborate with the school team including parents and caregivers, outside professionals, Behavior Specialist, special education administration, and co-workers.

• Assist Behavior Interventions and School based Mental Health providers with skill acquisition and behavior reduction assessments.

• Assist with school staff training in line with student’s individualized Behavior Intervention Plans.

• Assist school staff in supporting students in times of crisis.

• Acquire and maintain required technical knowledge needed for this position (40 hour Registered Behavior Technician Training required). Attend professional development and trainings as directed by the supervising administrator.

Perform other duties as assigned by supervisor/administrator.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND TRAINING:

• Candidates must be at least 18 years of age.
• High School Diploma or equivalent required.
• Must possess or be eligible to possess RBT Credential through the BACB within 6 months of hire.. The candidate is responsible for locating and enrolling in a training program. The RBT Task List serves as the curriculum for the training required for all candidates. It is not required that the candidate completes RBT certification, however the training is required.

EXPERIENCE:

• Experience working with children ages 0-16 in a classroom or 1:1 setting.
• Experience working with children or adolescents with special needs.
• Experience implementing the principles of Applied Behavior Analysis (ABA).

SKILLS, KNOWLEDGE, & EQUIPMENT: Able to proficiently execute behavioral interventions utilizing principles of ABA including positive reinforcement, teaching in small steps, prompting, and repeated practice to facilitate the development of language, social interactions, independent living skills, and other aptitudes. Commitment to ongoing training and development as it relates to ABA skills, professional development, ethics, and technology, and training in order to perform job responsibilities to required standard. Ability to adhere to organizational policies and procedures and abide by code of ethics as indicated by the Behavior Analyst Certification Board. Ability to interpret and implement behavioral protocols and written plans. Commitment to maintain student confidentiality and adhere to FERPA laws. Ability to develop and maintain professional relationships with students, co-workers, supervisors, and community members. Effective time management skills and the ability to manage multiple tasks at one time. Ability to accept constructive feedback and develop knowledge and skill sets accordingly.

Advanced oral and written communication, English language, presentation/training, critical thinking, problem solving, and organizational skills. Knowledge of State and Federal laws and regulations governing Special Education, school systems and programs including current trends in education methods for students with exceptional needs. Knowledge of classroom management and conflict resolution. Knowledge of and experience in Professional Learning Communities.

Ability to manage confidentiality in all aspects of job. Ability to promote and follow Board of Education, Superintendent, school and department policies and procedures. Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds. Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.

SUPERVISION/TECHNICAL: No supervisory responsibilities.

JUDGMENT AND DECISION MAKING: Work is assigned by supervisor. Supervisor is always involved in decision making.

SAFETY TO SELF AND OTHERS: Medium exposure to self to cuts and bruises due to students’ behavior. Must not pose a direct threat to the health or safety of him/her or others with or without reasonable accommodation. Must be capable of attending to the duties of the position for the duration of the assignment.

The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS: The work is performed in schools with frequent periods of light to moderate physical activity. Employees are typically required to be able to walk or stand for long periods; must be able to lift and/or move up to 50 pounds, which may include lifting and carrying students with adaptive equipment; bend, kneel and crouch; use hands to finger, handle, or feel; reach with hands and arms; hold, grasp and turn objects; use fingers to operate computer keyboards. The work requires use of normal or aided vision and hearing.

WORK ENVIRONMENT: While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate.

MENTAL FUNCTIONS: While performing the duties of this job, the employee is regularly required to instruct, communicate and use interpersonal skills; frequently required to coordinate, compare, analyze, compute, synthesize, evaluate, compile and negotiate.

Join Our Team: Support District 11 schools and departments while gaining valuable experience in a dynamic educational environment.

EQUAL EMPLOYMENT OPPORTUNITY

School District 11 is committed to a policy of nondiscrimination in relation to disability, need for special education services (whether actual or perceived), race, creed, color, sex, marital status, sexual orientation, transgender status, gender identity, gender expression, national origin, religion, ancestry, age, genetic information, or protected activity in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Any harassment/discrimination of students and/or staff, based on the aforementioned protected areas, will not be tolerated and must be brought to the immediate attention of the school principal, D11 administrator/supervisor or D11 nondiscrimination compliance/grievance coordinator.

NONDISCRIMINATION COMPLIANCE COORDINATOR, the Office of Equal Opportunity Programs and Ombudservices, has been designated to coordinate compliance with: Equal Pay Act of 1963, Civil Rights Act of 1964, as Amended, Age Discrimination in Employment Act of 1967, Title IX – Education Amendments Act of 1972, Section 504 of Rehabilitation Act of 1973, Pregnancy Discrimination Act of 1978, and Americans with Disabilities Act of 1990. For additional information, please contact the District 11 Office of Equal Opportunity Programs & Ombudservices at 1115 North El Paso Street, Colorado Springs, CO 80903-2599, Phone: 719-520-2288, FAX: 719-520-2442

The following Board policies address nondiscrimination in District 11: AC, AC-R, GBA, GBAA, JBB, JBB-R