Address
Form of workEXECUTIVE SUMMARY
The Special Education Behavior Technician will assist in assessing, and implementing high quality behavioral interventions, including modeling in daily practice for continuous improvement of social emotional instruction, and academic instructional practices impacting classroom management. Overall, the job of the technician is to support the Special Education Behavior Coach in building the capacity of the school and its teachers to meet the learning and behavioral needs of all students. The technician's goal is to ensure that school staff acquires the understanding and skills to: 1) enhance behavioral and Social Emotional Learning (SEL) instructional practices at the classroom level, 2) raise student achievement, and 3) increase the graduation rate and outcomes of students with behavioral needs.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Adheres to Board policies, district procedures, and contractual obligations.
Models professional and ethical behavior, and maintains professional confidentiality.
Supports team in implementation of behavior plans and instructional strategies as directed by Behavior Coach.
Supports team in collection of data needed for functional behavior assessments and behavior intervention plans.
Assists behavior coach with functional behavior assessment procedures.
Assists Special Education teachers and para-educators by demonstrating strategies, modeling effective behavioral intervention strategies, and assisting with individual and/or team planning and problem solving.
Assists with material preparation, including those needed for behavior management.
Develops and sustains trusting, productive relationships with teachers, administrators, para-educators, AEA staff, outside agencies, and other colleagues individually and in teams.
Assists in acquiring and organizing resources to support student achievement.
Assists teachers in the collection, analysis, and use of varied data.
Assists in preparation and delivery of behavior related professional development training sessions.
Assists in supporting students during transitions to Extended School Year (ESY) and within the district.
Collaborates with other Special Education and instructional coaches to maximize resources.
Participates successfully in training programs offered to increase skill and proficiency related to the assignment.
Conveys enthusiasm about learning, models and supports the belief that all students can succeed.
Completes other duties as assigned.
QUALIFICATIONS
Minimum education include a high school graduate and minimum of two years of experience working with at-risk youth. Completion of 40 hours of Behavior Technician training upon hire.
EVALUATION
Job performance will be evaluated according to the terms defined in the Employee Handbook.
COMMUNICATION SKILLS
Strong written and verbal communication skills are critical to the success of this position. Must possess the ability to communicate and collaborate effectively with a variety of individuals, including school staff, administrators, AEA staff, parents, and outside agency staff. Individual must have effective listening skills.
POSITIVE RELATIONSHIP SKILLS
Promotes the District and Special Education programs through positive support, modeling, and conversations. The Special Education Behavior Technician will be a collaborative team member that speaks positively and in a supportive way about education, teaching, learning, and the District.
PROBLEM-SOLVING AND FACILITATION SKILLS
Must be an effective team member and facilitator in a variety of situations. Position requires the ability to support educators and teams in enhancing skills and program planning for students with disabilities, and at times when staff and parents may be dealing with intensive, challenging behavior. Position requires the ability to model, observe, and provide feedback in a non-evaluative way.
ANALYTICAL AND REASONING SKILLS
Must have skills in observing and gathering data that will be used for decision-making. Position requires assisting educators in data gathering and to assist in implementing educational plans.
ATTENDANCE
Excellent attendance record is required.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
Normal office physical demands. May be required to lift up to 50 pounds infrequently. The noise level in the work environment is usually moderate. Generally, employee works inside.
TECHNOLOGY SKILLS
Must be able to use the computer, process electronic requests. Able to retrieve and print information from various computer programs when needed.
OTHER DUTIES AS ASSIGNED
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to achievement of the program and/or District goals and objectives.
The Sioux City Community School District offers career and technical programs in the following areas: Business & Marketing, Family & Consumer Science, Health Science, and Industrial Arts, Technology, & PLTW.
The Sioux City Community School District is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, creed, color, sex, sexual orientation, gender identity, genetic information (for employment), national origin, religion, age (for employment), disability, socioeconomic status (for programs), marital status (for programs), or veteran status (for employment) in its educational programs and its employment practices. The District is required by Title IX and 34 CFR Part 106 not to discriminate on the basis of sex in its programs, activities, or employment.
Inquiries or grievances under Section 504 and Title II of the Americans with Disabilities Act may be directed to Dr. Dora Jung, Director of Student Services & Equity Education/Title IX Coordinator at 627 4th Street, Sioux City, IA 51101, (712) 279-6075, jungd@live.siouxcityschools.com. Inquiries about the application of Title IX and its regulations to the District may be referred to the Title IX Coordinator, the Assistant Secretary of the U.S. Department of Education, or both. Please see District Board policies 103 and 504.4 for additional information on available grievance procedures.
The Special Education Behavior Technician will assist in assessing, and implementing high quality behavioral interventions, including modeling in daily practice for continuous improvement of social emotional instruction, and academic instructional practices impacting classroom management. Overall, the job of the technician is to support the Special Education Behavior Coach in building the capacity of the school and its teachers to meet the learning and behavioral needs of all students. The technician's goal is to ensure that school staff acquires the understanding and skills to: 1) enhance behavioral and Social Emotional Learning (SEL) instructional practices at the classroom level, 2) raise student achievement, and 3) increase the graduation rate and outcomes of students with behavioral needs.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Adheres to Board policies, district procedures, and contractual obligations.
Models professional and ethical behavior, and maintains professional confidentiality.
Supports team in implementation of behavior plans and instructional strategies as directed by Behavior Coach.
Supports team in collection of data needed for functional behavior assessments and behavior intervention plans.
Assists behavior coach with functional behavior assessment procedures.
Assists Special Education teachers and para-educators by demonstrating strategies, modeling effective behavioral intervention strategies, and assisting with individual and/or team planning and problem solving.
Assists with material preparation, including those needed for behavior management.
Develops and sustains trusting, productive relationships with teachers, administrators, para-educators, AEA staff, outside agencies, and other colleagues individually and in teams.
Assists in acquiring and organizing resources to support student achievement.
Assists teachers in the collection, analysis, and use of varied data.
Assists in preparation and delivery of behavior related professional development training sessions.
Assists in supporting students during transitions to Extended School Year (ESY) and within the district.
Collaborates with other Special Education and instructional coaches to maximize resources.
Participates successfully in training programs offered to increase skill and proficiency related to the assignment.
Conveys enthusiasm about learning, models and supports the belief that all students can succeed.
Completes other duties as assigned.
QUALIFICATIONS
Minimum education include a high school graduate and minimum of two years of experience working with at-risk youth. Completion of 40 hours of Behavior Technician training upon hire.
EVALUATION
Job performance will be evaluated according to the terms defined in the Employee Handbook.
COMMUNICATION SKILLS
Strong written and verbal communication skills are critical to the success of this position. Must possess the ability to communicate and collaborate effectively with a variety of individuals, including school staff, administrators, AEA staff, parents, and outside agency staff. Individual must have effective listening skills.
POSITIVE RELATIONSHIP SKILLS
Promotes the District and Special Education programs through positive support, modeling, and conversations. The Special Education Behavior Technician will be a collaborative team member that speaks positively and in a supportive way about education, teaching, learning, and the District.
PROBLEM-SOLVING AND FACILITATION SKILLS
Must be an effective team member and facilitator in a variety of situations. Position requires the ability to support educators and teams in enhancing skills and program planning for students with disabilities, and at times when staff and parents may be dealing with intensive, challenging behavior. Position requires the ability to model, observe, and provide feedback in a non-evaluative way.
ANALYTICAL AND REASONING SKILLS
Must have skills in observing and gathering data that will be used for decision-making. Position requires assisting educators in data gathering and to assist in implementing educational plans.
ATTENDANCE
Excellent attendance record is required.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
Normal office physical demands. May be required to lift up to 50 pounds infrequently. The noise level in the work environment is usually moderate. Generally, employee works inside.
TECHNOLOGY SKILLS
Must be able to use the computer, process electronic requests. Able to retrieve and print information from various computer programs when needed.
OTHER DUTIES AS ASSIGNED
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to achievement of the program and/or District goals and objectives.
The Sioux City Community School District offers career and technical programs in the following areas: Business & Marketing, Family & Consumer Science, Health Science, and Industrial Arts, Technology, & PLTW.
The Sioux City Community School District is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, creed, color, sex, sexual orientation, gender identity, genetic information (for employment), national origin, religion, age (for employment), disability, socioeconomic status (for programs), marital status (for programs), or veteran status (for employment) in its educational programs and its employment practices. The District is required by Title IX and 34 CFR Part 106 not to discriminate on the basis of sex in its programs, activities, or employment.
Inquiries or grievances under Section 504 and Title II of the Americans with Disabilities Act may be directed to Dr. Dora Jung, Director of Student Services & Equity Education/Title IX Coordinator at 627 4th Street, Sioux City, IA 51101, (712) 279-6075, jungd@live.siouxcityschools.com. Inquiries about the application of Title IX and its regulations to the District may be referred to the Title IX Coordinator, the Assistant Secretary of the U.S. Department of Education, or both. Please see District Board policies 103 and 504.4 for additional information on available grievance procedures.
