Behavioral Skills Technician

*Work Calendar: * 242 Day Calendar *FTE: * 0.7375 (29.5 Hours per Week) *Contract Status: * Non-Contract FLSA Status: Non- Exempt *Reports To: * Director of Special Education or designee *Starting Wage: * $ 21.50 *Salary Schedule/Lane: * 86/S *Benefits: * Not Eligible Anticipated Start Date: MM/DD/YYYY Priority Screen Date: MM/DD/YYYY Positions Available: 6 of Vacancies This position will work primarily with our behavior units in our Special Ed classes. JOB SUMMARY The Behavior Skills Technician (BST) is a position that intervenes directly and supports students with severe behavior challenges. The position collects, manages, and interprets data on student behavior, drafts behavior intervention plans, including environmental engineering, and trains school-based paraprofessionals to replicate duties when students move to a less restrictive setting. The BST will work under the direction of the Director of Special Education and in collaboration with special education teacher(s), Behavioral Consultant(s), and Special Education Behavior Specialists. BSTs are required to attend professional development and demonstrate competence in the application of learned technical skills (e.g., applied behavior analysis, behavior management), participate in ongoing embedded training experiences including examining teaching the core curriculum while making professional decisions, and integrate online learning modules in behavior management. Regular attendance and physical presence are required; BSTs may work an adaptable schedule based on the student's needs and may be required to ride the school bus to and from school with the student(s). The incumbent must be able to lift up to 50 pounds. MINIMUM REQUIRED QUALIFICATIONS All positions require selected candidates to be fingerprinted and successfully pass a criminal background check. Additional minimum required qualifications for this position are: High school diploma or recognized equivalent Per the Every Student Succeeds Act (ESSA), interested applicants must be Highly Qualified to be considered for the position and have completed one of the following: completed at least two years at an accredited higher education institution (minimum 48 semester hours), or obtained an associate (or higher) degree from an accredited higher education institution, or satisfied a rigorous state or local assessment (Parapro Assessment/PRAXIS ETS) with a score of 460 or higher The higher education institution's official transcripts, or college diploma, or a copy of the Paraprofessional Assessment must be provided with your application or upon a contingent offer of employment. Unofficial transcripts can be a placeholder until official transcripts are provided. 3. Must currently hold or will acquire a Registered Behavior Technician (RBT) certification accredited by the Behavior Analyst Certification Board (BACB) within six (6) months of hire & nbsp; 4. Must be able to learn, describe, and apply a variety of learned behavior support and management techniques based on applied behavior analysis (i.e., proactive behavior and de-escalation strategies) 5. Valid driver's license, evidence of insurance, and access to reliable transportation to travel to various school locations 6. Speak, read, write, analyze, understand, and follow written and verbal communication in English, including grammar and punctuation; listen to, and understand information and ideas presented verbally and in writing PREFERRED QUALIFICATIONS These are examples of skills and experience that the best-qualified candidates may have. Not having o e or all of them does not disqualify any candidate from consideration. Experience in a K-12 special education or public employment environment Completed Safety Care training Knowledge of the Least Restrictive Behavioral Intervention (LRBI) process Experience working with and implementing Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP) for students Spanish or other language proficiency, including ability to read, write, speak, and understand ESSENTIAL FUNCTIONS & RESPONSIBILITIES Deliver direct instruction to students in the special education and general education settings Utilize knowledge of students, Individualized Education Plan (IEP) and concepts for Special Education learning to implement learning and behavior plans that meet students' social and behavioral interventions and ensure compliance with IEPs Implement behavior strategies and provide one-on-one or small group instruction to students with challenging behaviors (i.e., physical aggression, self-harm, elopement, destruction of property, and other dangerous behavior) Implement and monitor academic and behavior interventions as directed by the director, specialist, and administrator for application in all educational settings Collect data on behavioral and academic targets(s), and under the direction of the special education director, specialist, and teacher, document your duties with students to support Medicaid funding Provide emergency support to students in crisis while remaining calm and collected Report incidents (fights, suspected child abuse, suspected substance abuse, etc.) to maintain the personal safety of students and adhere to district policies, procedures, and state law Participate in regular professional development and embedded training, including yearly Safety Care training Keep current and up to date on Registered Behavior Technician (RBT) credential and district-directed training requirements Participate in regularly scheduled weekly and monthly training sessions held by Special Education Behavior Specialists Learn, describe, and apply a variety of learned behavior support and management techniques based on applied behavior analysts (i.e., proactive behavior and de-escalation strategies) and behavior management Adapt to changing work priorities and work with frequent interruptions; work as part of a team by collaborating with own and other work units Ability to work adaptable work hours and may be required to ride the school bus to and from school with student(s) based on student needs As needed, roll, push, pull, bend, reach, stoop, and lift up to 50 pounds Represent the program in a professional manner using workplace etiquette; demonstrate regular positive interactions with students, staff, and other stakeholders Communicate effectively orally and in writing with diverse individuals and groups of people while maintaining confidentiality and build ing positive working relationships with employees and stakeholders Maintain regular and predictable attendance to fulfill job requirements efficiently and effectively Perform other related duties as assigned to ensure the efficient and effective function of the work unit EMPLOYEE SUPERVISORY RESPONSIBILITIES: No WORK ENVIRONMENT & PHYSICAL DEMANDS The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and pulling up to 50 pounds, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 40% sitting, 30% walking, and 30% standing. This job is performed in a generally clean and healthy environment. The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and i