Behavior Support Facilitator; Bilingual

Behavior Support Facilitator Bilingual

Behavior Support Facilitator's 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 students' 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 by 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 students' daily progress for the purpose of assessing students' 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 students' 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 punctuality 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 students, 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.
• Bilingual or multilingual in Spanish, Vietnamese, Chinese, Russian, and/or Somali

Education & Experience:

• High school diploma or G.E.D.
• Minimum of 2 years of 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…