The Functional Living Skills (FLS) Program provides evidence-based instructional practices in the areas of academics, communication, motor, adaptive, social-emotional, medical, health care, behavioral and vocational training to students with significant disabilities. Staff have extensive training in the area of Autism. The FLS program provides positive behavior intervention services including Functional Behavioral Assessments (FBAs) and Positive Behavior Support Plans (PBSPs) for students, in accordance with the Individuals with Disabilities Education Act (IDEA) and Individualized Education Plans (IEPs).  The curriculum used in all classrooms aligns with the Common Core.  Services are provided in component school districts in order to provide the least restrictive environment (LRE) as possible. 

 

Department: Student Services

Program: Special Education

Reports to: Building Administrator

Classification/Range: Classified Represented/Range 12

Days/Hours: 190 days/7 hours per day

Projected Interview Date: Interviews offered on a rolling basis

 

 

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.

 

NATURE & SCOPE: 

This position is subject to board policies, administrative rules and procedures, department regulations and applicable State and Federal statutes. This position carries no administrative authority or responsibility. 

 

ESSENTIAL LEADERSHIP QUALITIES: 

1. Equity: Lead and support regional equity initiatives
2. Vision: Lead with vision, follow-through and student focus. 
3. Trust: Develop trust among coworkers and students through honesty and fairness. 
4. Communication: Communicate in an inclusive, effective and collaborative manner. 
5. Personal Qualities: Be respectful, excel in customer service, caring, humble and courageous. 
6. Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services.
7. Attendance: Daily and consistent attendance and punctuality are paramount as this provides consistency and alignment with students, peers and programming outcomes. 

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.  

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. 

 

MINIMUM QUALIFICATIONS, SKILLS AND ABILITIES: 

• 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
• Maintain excellent daily attendance
• Valid driver’s license available for possible on the job use.

EDUCATION AND 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.

BENEFITS: 

• District pays full medical, dental and vision premiums for eligible employees and dependents
• Two medical insurance plan options: 
• Group Health Reimbursement Arrangement (HRA) with Moda or Kaiser, or
• Opt-Out option
• MESD pays employee’s 6% Public Employees Retirement System (PERS) contribution
• Paid holidays, 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 carries no administrative authority or responsibility.

 

MESD shall provide equal employment opportunity and treatment to all present and prospective employees regardless of age, national origin, race, color, religion, sex, sexual orientation, gender identity, marital status, pregnancy, childbirth, or a related medical condition, family relationship, veterans’ status, service in uniformed service, genetic information, an individual’s juvenile record that has been expunged, or disability if the disability does not preclude performance of essential functions of the position with or without reasonable accommodations.