Behavior Technician Job at Fargo Public Schools
Fargo Public Schools Fargo, ND 58102
$16.45 - $21.39 an hour
JobID: 5366
Position Type:
Support Staff/Paraeducator
Support Staff/Paraeducator
Date Posted:
5/11/2023
5/11/2023
Location:
Lewis and Clark Elementary School
Lewis and Clark Elementary School
Date Available:
08/21/2023
08/21/2023
Closing Date:
Until Filled
Until Filled
Job Type
Full time
Benefits Eligibility
Benefits Eligible
Schedule
9-months Monday through Friday
Salary Range
Group 4 $16.45 to $21.39 per hour
This position is contingent on the availability of specific funding and may be subject to non-renewal following the 2023-24 school year based on the unavailability or uncertainty of funding. Internal staff that apply and are appointed to Elementary and Secondary School Emergency Relief Fund (ESSER) funded positions will be returned to a position similar to the one they vacated at the end of the prior school or fiscal year. Internal staff that backfill for a staff member that applied for and were appointed to an ESSER funded position will be returned to a position similar to the one they vacated at the end of the prior school or fiscal year.
Position Purpose: The Behavior Technician will implement appropriate behavior management techniques based upon the principles of Applied Behavior Analysis to children with Autism, related disabilities, and students with suspected disabilities in general education. The Behavioral Technician will follow reinforcement schedules, model implementation of Behavior Intervention Plans (BIP) and complete data collection as directed by supervising BCBA, District Administration and/or Special Education Teacher. The Behavior Technician implements behavior support plans using discrete trial training, shaping and chaining, prompting, and differential reinforcement, assisting the Positive Behavior Interventionist (PBI), Board-Certified Behavior Analyst (BCBA) and Multi-Tier System of Supports (MTSS) team.
Responsibilities
1. Student Behavior Management: with specific training in applied behavior analysis, works with identified students to increase positive behavior.
Priority: Essential | Percent of Time: 80%
Examples of this work include:
Provides direct behavior and academic support in a 1:1 or small group settings.
Follows student’s Behavior Intervention Plan; implements students’ behavior support plans with fidelity inside the students’ environments (e.g., classroom, recess, lunch, PE).
Effectively communicate with BCBA/Area Service Coordinator regarding student progress.
Maintain student confidentiality.
Maintain a clean, safe, and organized work and environment.
Collects data including frequency, duration, Antecedent-Behavior-Consequence (ABC), and interval data to assist the PBI, MTSS team, and BCBA in developing and adjusting student behavior support plans.
Follows expectations prescribed by PBI, MTSS team, or BCBA for student programming, progress monitoring, and data collection.
Provides direct behavior and academic support in a 1:1 or small group settings.
Follows student’s Behavior Intervention Plan; implements students’ behavior support plans with fidelity inside the students’ environments (e.g., classroom, recess, lunch, PE).
Effectively communicate with BCBA/Area Service Coordinator regarding student progress.
Maintain student confidentiality.
Maintain a clean, safe, and organized work and environment.
Collects data including frequency, duration, Antecedent-Behavior-Consequence (ABC), and interval data to assist the PBI, MTSS team, and BCBA in developing and adjusting student behavior support plans.
Follows expectations prescribed by PBI, MTSS team, or BCBA for student programming, progress monitoring, and data collection.
2. Professional Development: maintains, acquires, and expands position related theory and technical knowledge.
Priority: Essential | Percent of Time: 10%
Examples of this work include:
Responsible for completing and maintaining all required certifications and trainings once employed including, but not limited to 40-hour RBT training, Ukeru, CPI, Nonviolent Crisis Intervention training, and other company in-services and trainings as directed by supervisor.
Participates in professional development opportunities in the area of Special Education and/or Regular Education Standards-Based Education; Participates in all mandatory training or training appropriate to the position as required by the district.
Responsible for completing and maintaining all required certifications and trainings once employed including, but not limited to 40-hour RBT training, Ukeru, CPI, Nonviolent Crisis Intervention training, and other company in-services and trainings as directed by supervisor.
Participates in professional development opportunities in the area of Special Education and/or Regular Education Standards-Based Education; Participates in all mandatory training or training appropriate to the position as required by the district.
3. General Support: other duties as assigned.
Priority: Secondary | Percent of Time: 10%
Examples of this work include:
Contributes to the implementation of special projects when assigned.
Provides general student supervision as needed. This includes but is not limited to locations indoors and outdoors, such as the lunchroom, bus stops, playground, classroom, field trips, public transportation, assemblies, and kitchen.
Participates in general staff meetings.
Contributes to the implementation of special projects when assigned.
Provides general student supervision as needed. This includes but is not limited to locations indoors and outdoors, such as the lunchroom, bus stops, playground, classroom, field trips, public transportation, assemblies, and kitchen.
Participates in general staff meetings.
Knowledge, Skills, and Abilities
Minimum Qualifications
High school diploma or GED
Experience working with children or adults in a supportive role
One-year experience working with complex behaviors in the field of human services, education, or a similar field
Strong content knowledge in core academic areas (literacy and math)
Ability to maintain composure under stressful conditions
Strong communication and problem-solving skills
Experience serving diverse populations
Ability to interpret and implement Behavior Intervention Plans
Knowledge of Multi-Tiered System of Support (MTSS) or Response to Intervention (RtI)
Preferred Qualifications
Experience working with children ages 0-18 providing in a classroom setting
Experience implementing the principles of Applied Behavior Analysis Experience working in a school setting
Application Procedures
All applications for open Fargo Public Schools positions must be made via www.applitrack.com/fargo/onlineapp. Paper submissions will not be accepted. Application materials must clearly explain how experience and education are related to the minimum qualifications and job duties. Job postings will be closed for applications at 8:00 AM Central Standard Time (CST) on the closing date listed in the posting.
Applicants who are residents of ND and eligible to claim veteran's preference must upload a Form DD214. Claims for disabled veteran's preference must include a current statement of disabled status from the Veterans Affairs Office.
For more information or questions please call 701-446-1000 or email humanresources@fargo.k12.nd.us.
The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other status protected by law.
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