Transition Program (18-21) Behavior Facilitator
Special Services
Specialist - Level LX | 9 Months
Revised April 2024
Requirements
Education Level | Two years successful post high school education. |
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Experience Desired | Two years’ experience with students with disabilities with at least one year of experience in a position requiring interpersonal interaction skills and knowledge of strategies to support students with disabilities who have significant skill deficits in communication, adult daily living, and vocational skills. |
Physical Requirements | Requires hearing, hand-eye coordination, mind-eye coordination, keyboarding, and telephoning. Frequent repetitive motions with wrists, hands, fingers. |
Other Requirements |
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Reports To | 18-21 Transition Coordinator |
Receives Guidance From | Program Administrators, K-12 Behavior Coordinator, Coordinator of Secondary Education Special Services, Senior Director of Special Services, Special Education Teachers, Employment Consultants |
Essential Function & Duties
This position may be assigned to a central location or serve in school settings. The essential functions and duties of the Behavior Facilitator position will reflect the student and staff needs of the assigned work location. Assigned work locations are subject to change as necessary.
Demonstrates patience, compassion, and the desire to work with students who need high levels of support with communication, daily living, and vocational skills within the classroom and community
Assists students with acquiring and retaining communication, daily living, and vocational skills in the classroom and community through instructional and behavioral programming which is directed by the classroom teacher.
Supports the behavior management of students by implementing supportive strategies and individualized behavior plans in the classroom and in the community.
Participates in the implementation and revision of student behavior plans under the direction of the Behavior Specialist or teacher/case manager.
Able to implement and provide de-escalation strategies and as needed, physical support to students who demonstrate self-injurious or other problem behaviors.
Supports students with completing vocational tasks in the classroom and community by creating checklists, visual supports, and behavior supports.
Supports and troubleshoots assistive technology (e.g. communication device) needs for students to utilize in the classroom and in the community.
As needed, provides physical assistance to students with personal hygiene needs.
Completes data collection using various systems (i.e. paper/pencil, technology) to document student progress and special education service planning.
Participates in professional development as required and when requested by the District.
Works collaboratively with building staff to create and sustain positive learning environments for all students
Builds positive and professional relationships with other team members, building staff, and individuals within the community.
Maintains professional standards as a representative of the school district.
Performs other duties as assigned by supervisors and supervises student activities, when needed.
Working Conditions
Climatic Environment | Inside
Climate controlled environment with some temperature variations. Typically, work is conducted in a comfortable environment.
Hazards
Stairs and exposure to communicable diseases may be potential hazards. In labs/classrooms there could be exposure to toxic chemicals and fumes. Equipment that supports classroom instruction could be potentially hazardous under certain conditions. Regular contact with students with emotional, cognitive and/or conduct related disorders with potentially aggressive, behaviors resulting in frequent exposure to physical and verbal abuse.