Ed Techs

Position Summary: The Ed Tech provides specialized support to students with social-emotional needs, specifically focusing on those experiencing school avoidance, internalizing behaviors, or dysregulation that impacts attendance. This role bridges the gap between the student's ""safe base"" (the support room/home) and the general education environment through data-driven scaffolding and relational coaching. Key Responsibilities: Progressive Engagement Scaffolding: Implement individualized ""re-entry"" plans. This includes meeting students at the door for ""soft landings,"" providing ""push-in"" support during high-anxiety transitions, and gradually fading support as the student gains independence in the LRE. Regulation Coaching: Utilize trauma-informed strategies to help students co-regulate. Assist students in identifying ""flare"" triggers and utilizing their ""toolbox"" of coping strategies before they reach a point of avoidance. LRE Advocacy: Work as a ""bridge"" between the student and the general education teacher. Help modify environment-specific stressors (sensory, social, or academic) to make the general education classroom feel accessible rather than overwhelming. Attendance & Engagement Data: Maintain precise logs of ""Time in LRE"" vs. ""Time in Support Room."" Track the specific ""unsolved problems"" that lead to school avoidance to help the IEP team refine the student's Behavior Intervention Plan (BIP). Qualifications: Maine DOE Authorization: Ed Tech II or III preferred (requires 60 or 90 credit hours). Certification: Current CHRC (Criminal History Record Check) approval. Mindset: Deep understanding of the ""Student-centered"" model for engagement. Must be comfortable with a ""low-arousal"" approach to crisis and a high-empathy approach to school avoidance. Preferred Experience: Training in CPS (Ross Greene), Safety-Care, or Restorative Practices.