Behavior Support Facilitator - Arata Creek Schools

Position: Behavior Support Facilitator

Department: Student Services

Program: Special Education

Reports to: Building Administrator

Classification/Range: Classified/Range 12

Schedule: 190 days per year, 7 hours per day

POSITION PURPOSE:

The Behavior Support Facilitator plays a critical role in supporting students' behavioral, social-emotional, and academic success through the implementation of individualized behavior support plans, instructional strategies, and positive behavioral interventions. Working directly with students in classroom and school settings, the Behavior Support Facilitator partners with teachers and multidisciplinary teams to promote student engagement, skill development, independence, and safe learning environments.

ESSENTIAL JOB FUNCTIONS:

• Prepare instructional and behavioral support materials to facilitate student learning, engagement, and successful participation within the classroom and throughout the school environment.
• Implement individualized behavior support plans using evidence-based strategies that teach, reinforce, and promote appropriate social, emotional, and behavioral skills aligned with student goals.
• Utilize proactive behavior supports, de-escalation strategies, and crisis prevention techniques to maintain a safe and supportive learning environment for students and staff.
• Provide individualized and small-group behavioral and instructional support to increase student engagement, independence, and progress toward academic, behavioral, and social-emotional goals.
• Collaborate effectively with Lead Behavior Support Facilitators, Behavior Consultants, teachers, administrators, related service providers, and other members of the educational team to ensure consistent implementation of student supports.
• Perform delegated health-related procedures and duties, as appropriate, under the direction of qualified health professionals in accordance with Unlicensed Assistive Personnel (UAP) guidelines.
• Support students with adaptive, self-care, and daily living skills as needed to maximize independence, participation, and inclusion in the school environment.
• Monitor, document, and communicate student progress with teachers and instructional teams to inform instructional planning and behavioral decision-making.
• Collect, record, and maintain accurate behavioral and instructional data to monitor student progress and support data-informed interventions and reporting.
• Participate in collaborative problem-solving meetings to review student progress, evaluate intervention effectiveness, and develop developmentally appropriate behavioral supports.
• Implement and model alternative and augmentative communication strategies, including assistive technology, to support students' communication and access to learning.
• Participate in required professional learning and ongoing training related to behavior support, instructional practices, disability services, safety procedures, and other relevant topics.
• Perform clerical and organizational tasks necessary to support classroom operations and student programming.
• Maintain regular, reliable, and punctual attendance.
• Perform other related duties as assigned.

ESSENTIAL QUALITIES:

Equity: Demonstrate a commitment to equity by fostering inclusive learning environments that honor the strengths, identities, and needs of every student.

Student-Centered Focus: Prioritize student safety, dignity, growth, and well-being while maintaining high expectations for learning and behavior.

Collaboration: Build positive, respectful relationships and work effectively with students, families, colleagues, and multidisciplinary teams.

Communication: Communicate clearly, respectfully, and professionally using inclusive and collaborative practices.

Trust and Integrity: Build trust through honesty, consistency, confidentiality, professionalism, and ethical decision-making.

Adaptability: Respond effectively to changing student needs, challenging situations, and evolving educational priorities while maintaining flexibility and resilience.

Professionalism: Demonstrate respect, compassion, sound judgment, strong customer service, and a commitment to continuous learning and improvement.

Agency-wide Perspective: Support the mission, goals, and continuous improvement efforts of MESD programs and services through collaboration and shared responsibility.

Attendance: Maintain consistent, reliable attendance and punctuality to ensure continuity of services, positive student relationships, and effective team collaboration.

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.

BENEFITS:

• District pays full medical, dental and vision premiums for eligible employees and dependents. Two medical insurance plan options:
• Group Health Reimbursement Arrangement (HRA)
• Opt-Out option
• MESD pays employee’s 6% Public Employees Retirement System (PERS) contribution
• Paid holidays, vacation, sick leave and personal time off
• Tuition Reimbursement and Professional Development

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\.