Full-Time Float School Behavior Technician

Glendale Unified School District Floater Behavior Technician Job Description 

DESCRIPTION OF ROLE:

The floater position functions as a substitute behavior technician for all schools in GUSD. The floater maybe assigned day-of to cover absences in any school to work with any age group, classroom setting (e.g.,mild/mod, mod/severe), and in any position (e.g., class support, 1:1 support). Daily floater assignments are provided by the designated manager with GUSD each morning.

The floater is expected to be in or near Glendale by 7:30 AM where they will receive an assignment [e.g., location, support-level, student(s) name(s), start/end time]. Paid start time begins when the assignment begins (i.e., arrival at the classroom).

The floater must be flexible with traveling to different school sites as necessary to cover absences of BT staff.

The floater is expected to accept any case assignment assigned to them by the district. Duties may include assisting students with toileting, bathroom routines, diaper/brief changing.

This position may be temporarily assigned to cover high-acuity cases with severe problem behaviors. The floater must have the skillset to adapt as needed to meet the needs of the student.

Once at an assignment, the floater is expected to:

Provide instructional and behavioral support as needed to the teacher and classroom staff

 The floater must be able to build rapport with students and staff quickly

 Have a strong foundational knowledge of ABA principles (e.g., identifying functions of behavior, implementing preventative strategies, prompting functional communication)

 Be familiar with common data collection methods (e.g., frequency, duration)

 Be able to quickly review a student’s IEP or BIP for further guidance on individualized behavior management strategies and goals.

Utilize visual supports without being explicitly told (e.g., visual schedule, token board)

 Assists in meeting special needs which may include feeding and toileting students 

SUPERVISION RECEIVED AND EXERCISED 

 Daily coverage assignments are communicated by the Special Ed. office.  

Clinical supervision will change based on the assignment. It is important for the floater to have strong communication skills and work as a team player coming into varying classrooms. They should have the skills to be able to approach the teacher for specific instructions for working with their student(s) in their classroom. 

Your Amergis recruiter should also be informed of any special requests, assignment changes, etc. 

EXAMPLES OF DUTIES

 Supports instruction to individuals or small groups of students with special needs as assigned. 

Assists students in prescribed learning activities. 

 Monitors student conduct and utilizes approved behavior management techniques to redirect and modify inappropriate behaviors. 

Implements behavioral strategies in the Behavior Intervention Plan 

Monitors, observes and reports behavioral data of students according to approved procedures.

 Assists students by providing appropriate modeling, emotional support, a friendly attitude, and general guidance. 

Communicates with teachers and assigned staff regarding student progress. 

Assists students upon arrival and departure at school and throughout the school day by repositioning in wheelchairs or other necessary equipment. 

Assists students with washing, eating, toileting, and other personal care needs. 

Assists students in learning proper personal hygiene and in developing self-sufficiency. Provides basic emergency care as needed, including cardiopulmonary resuscitation (CPR) or basic first-aid until medical assistance arrives. Communicates students’ needs to the teacher. 

Assist teacher in supervision of assigned students in physical and instructional activities. 

Performs related tasks as required.

CLASS QUALIFICATIONS

 The floater must have extensive knowledge of: 

Personal needs and behavior characteristics of children with disabilities, including special needs and requirements of students with Autism. 

Instructional accommodations and modifications for students with disabilities. 

Intensive Behavior Intervention methods and techniques. 

Correct English usage, grammar, and spelling.

 Oral and written communication skills. 

Interpersonal skills using tact, patience, and courtesy. 

Basic record keeping principles and procedures 

Classroom procedures and rules of conduct. 

Basic emergency, first aid, and health care techniques. The floater must have the ability to: 

Assist with instructional and related activities of a Special Education learning environment. 

Implement behavior management techniques used with individuals with special needs.

 Implement training techniques and chart behavior as directed by a teacher/specialist.

 Provide 1:1, class, or embedded support using ABA-based methods to students. 

Demonstrate a patient, receptive, and understanding attitude toward students. 

 Remain calm under stressful conditions. 

 Assist in physical transfer of students with disabilities (approximately 50 – 75 pounds). 

Assist handicapped students with personal care needs and activities. 

 Bend at waist, kneel, or crouch to assist students. 

Sit or stand for extended periods of time. 

Be dependable and punctual. 

 Complete tasks in a timely manner. 

 Maintain confidentiality of student and family information. 

 Establish and maintain cooperative and effective working relationships with school staff, supervisors, parents, and community agency representatives. 

Observe, evaluate and report student progress to a teacher/specialist. 

Understand and carry out oral and written directions. 

Communicate effectively both orally and in writing. 

Compile and maintain records and files.