Department: Student Services

Program: Special Education

Reports to: Building Administrator

Classification/Range: Classified/Range 12

Interview Timeline: Interviews offered on a rolling basis

 

Please note: Temporary positions are not eligible for benefits.

This position is intended for part-time staff member opportunities to work at Arata Creek, Burlingame Creek, Knott Creek, and Wheatley School. Other sites may be offered depending on staffing needs.

 

POSITION PURPOSE: 

A Behavior Support Facilitator will play a key role in the implementation of student behavioral and instructional support plans and monitor student behavior and performance. Behavior Support Facilitator daily work is within a classroom setting directly supporting students and assisting the teacher with instruction, learning, behavior interventions, strategies and supports.

 

ESSENTIAL JOB FUNCTIONS:

• Prepare instructional and behavioral materials for the purpose of providing activities and materials that facilitate student learning and performance within the building and campus-wide.
• Assists students by using behavioral strategies for the purpose of teaching appropriate social behaviors in accordance with student’s social and behavioral targeted learning goals. 
• Utilizes de-escalation and crisis minimization techniques on a daily basis in order to maintain the safety of students and colleagues.
• Assists students in groups or on an individual basis with specific behavioral strategies, interventions, instructional tasks and/or specific student goals for the purpose of supporting their individual development and growth. 
• Work collaboratively and effectively with lead behavior support facilitators, behavior consultants, teachers and/or school administrators.
• Perform any delegated health procedures, processes or duties as deemed appropriate from a health professional (UAP - Unlicensed Assistive Personnel).
• Assist students with adaptive and self-care needs as required for the purpose of maximizing their independence and assimilation within the school environment. 
• Communicates with teachers and other members of the instructional team regarding student’s daily progress for the purpose of assessing student’s instructional and behavioral progress
• Gathers, compiles and prepares data of student performance in academic and social activities for the purpose of monitoring and reporting progress on identified goals. 
• Communicates and meets regularly with staff to discuss student’s progress and develop student specific behavior interventions that are developmentally appropriate. 
• Implement and model alternative communication strategies with students (e.g., use of assistive technology) for the purpose of teaching students to effectively communicate.
• Participate in training for the purpose of learning new skills relevant to working with students with disabilities. 
• Perform a variety of clerical duties for the purpose of supporting the educational program and specific classroom requirements. 
• Maintain regular and timely attendance.
• Perform other related duties as assigned.

 

ESSENTIAL QUALITIES:

Equity: Lead and support regional equity initiatives

Vision: Lead with vision, follow-through and student focus. 

Trust: Develop trust among coworkers and students through honesty and fairness. 

Communication: Communicate in an inclusive, effective and collaborative manner. 

Personal Qualities: Be respectful, excel in customer service, caring, humble and courageous. 

Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services.

Attendance: Daily and consistent attendance and puncuality are paramount as this provides consistency and alignment with students, peers and programming outcomes. 

 

MINIMUM QUALIFICATIONS, SKILLS, ABILITIES: 

• Daily and consistent attendance and punctuality
• Effective verbal and written communication skills with student, staff and parents
• Exercise careful judgment, diplomacy and tact in the performance of all duties 
• Ability to make sound emergency or crisis decisions and effectively work with students in a high stress environment 
• Ability to maintain confidentiality 
• Ability to follow directions, follow through on classroom plans, and maintain effective working relationships with teachers, peers, related services, leadership and other MESD and local school district personnel and other agency partners 
• Ability to perform data collection and recording of tasks and/or behavior
• Ability to work independently
• Knowledge and practice of evidence-based behavior strategies and the ability to explain these to others and model implementation

 

DESIRED QUALIFICATIONS, SKILLS, ABILITIES: 

 

• Valid driver’s license available for possible on the job use.

• Fluent in reading, writing and speaking in non-English language(s)

 

EDUCATION & EXPERIENCE:

• High school diploma or G.E.D. 
• Minimum of 2 years experience working with children, adolescents or young adults with behavioral and mental health challenges. 
• Experience in positive behavior support strategies preferred. 
• Completion of post high school courses in Psychology, Child Development, Special Education, Behavioral Health or related field preferred.

 

WORKING CONDITIONS:

Work is performed in special education or alternative education environments. Work may involve implementing crisis prevention/intervention protocols, and may involve a risk of injury, exposure to contagious diseases, verbally and physically hostile students and other adverse conditions. 

 

PHYSICAL DEMANDS: 

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

Requires the ability to restrain students using intervention methods on a regular basis, multiple times daily, students may weigh from 35 to 100+ pounds. Requires the ability to lift, carry, push and pull up to 50 lbs. Requires continuous reaching, bending, crouching, twisting, kneeling, and repetitive use of arms, hands, wrists, and legs. Physical endurance is strongly encouraged.  

 

This position is subject to board policies, administrative rules and procedures, department regulations and applicable state and federal statutes. This position does not carry administrative authority. All commitments outside of authorized programs and services are subject to prior approval by the supervisor of this position.

NOTE: The description contained herein reflects general details as necessary to describe the principle functions  of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be  considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned,  including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload.  

 

EQUAL OPPORTUNITY EMPLOYER 

MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that  there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender,  sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status,  genetic information or disability in any educational programs, activities, or employment. 

 

Reasonable accommodations for the application and interview process will be provided upon request and as  required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may  contact the Human Resources Director for additional information or assistance.  Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at 1-800-735-2900.