Job Title: Special Education Technician
FLSA Exemption Status: Non-Exempt
Classification Group: Staff Support
Supervising Position: Director or designee
Pay Plan: Educational Support Personnel
Pay Range: Range 14
Last Updated: 02/26/2024
JOB SUMMARY: Provide instructional and behavior support, assistance, and training both outside and within general education classrooms and special education classrooms. Train and implement special education and behavior plans for students with moderate to severe needs across multiple disability categories. Implement therapeutic procedures and programs prescribed by Special Education Liaisons. Assist school team in maintaining daily records of student progress and behavior. Train para-educators in side-by-side as well as structured training.
ESSENTIAL DUTIES AND RESPONSIBILITIES: The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Job Task Descriptions Frequency Percentage of Time1.
Assist student’s Individual Education Plan (IEP) team in creating and implementing (by modeling 1-1 with student and training staff) Behavior Intervention Plans, prescribed programs that adjust behavior management, communication systems, organization systems, and/or instruction/curriculum for students whose behaviors range from aggressive to moderately and mildly disordered. Support programs designed to increase student achievement, if applicable.
Daily 40%2.
Provide direct behavior intervention services using sound behavior analytic techniques and practices (e.g. differential reinforcement, antecedent strategies, etc.).
Daily 15%3.
Collect and document accurate data during instructional sessions to include skill introduction, acquisition and mastery, behavioral frequencies, antecedents, and consequences.
Weekly 15%4.
Apply effective problem-solving skills through collaborative conversations with students, staff, parents/guardians, building administrators, and district liaisons.
Daily 10%5.
Train staff to maintain daily records of student progress/behavior, and provide observation, data, feedback, and recommendations to the team.
Weekly 10%6.
Monitor safety of students with behavioral challenges. Use appropriate techniques to prevent students from hurting themselves and/or others. Respond to unsafe behaviors including aggressions, self-injurious behaviors, and elopement. Following training and as delegated by a registered school nurse, accurately follow student medication delivery orders.
Weekly 10%7.
Report weekly to district liaisons regarding student progress and communicate daily or as needed when difficult problems arise. May prepare special reports as needed. May collect data to inform IEP team about appropriate placement decisions. Attend IEP meetings as directed by BCBA.
Weekly 10%8.
Provide formalized training for para-educators relevant to fulfilling their job duties (i.e. data collection, behavior management, organization systems, executive functioning strategies, etc.).
Annually 5%9.
Perform other duties as assigned or requested.
Daily 5% TOTAL 100%REPORTING RELATIONSHIPS: This job has no direct supervisory responsibilities.
MINIMUM QUALIFICATIONS: The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.
- Criminal background check and fingerprinting required
- High School Equivalency (HSE) diploma
- One (1) year of professional work experience with special needs children in a paid program or licensed special education teaching.
- Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
- Basic knowledge of Microsoft Office
- Basic knowledge of student instructional equipment including computers, adaptive equipment, augmentative communication devices, and other related equipment
- Basic organizational skills
- Intermediate critical thinking and problem-solving skills
- Intermediate oral and written communication skills
- Intermediate interpersonal relations skills
- Ability to work alone and collaboratively with others
- Ability to train and teach other employees to develop behavior data forms and Behavior Intervention Plans
- Ability to implement behavior modification techniques
- Ability to diffuse and manage volatile and stressful situations
- Ability to work one-on-one and in small groups with students
- Ability to stay abreast of strategies for students with ASD and special education curriculum
- Ability to maintain confidentiality in all aspects of the job
PHYSICAL REQUIREMENTS AND WORKING CONDITIONS: The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Light work strength level (lifting or carrying up to 25 pounds)
- Primarily works indoors
- Typically a moderate noise level
- Work location is subject to change to meet the requirements of the organization
- Prolonged standing and walking
- Speaking and hearing
- Frequent bending and reaching
- Occasional lifting, pulling, and pushing
- Squatting
- Overhead work
- Eye/hand coordination
- Visual concentration
- May work outdoors when monitoring student activities
- May be required to perform physical restraint
- Normal school district environment
DESIRED QUALIFICATIONS: Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.
- Experience working in the public sector
- Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
- Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
- Associate’s degree
- Experience working in a school district or educational setting
- Experience with implementing research-based methodologies (e.g. Applied Behavior Analysis [ABA], Treatment and Education of Autistic and related Communication Handicapped Children [TEACCH], Positive Behavior Intervention Supports [PBIS], etc.)
- Ability to work in a transdisciplinary model
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