Building Behavior Support Assistant-Fox Hollow

Eugene School District 4J (dba Lane County School District) (OR); Eugene (OR); On-site; USD 24,000 - 32,000; Part time

Job summary

The Eugene School District 4J is hiring a part-time behavior support assistant to work under the supervision of the principal and staff. The 0.875 FTE position runs Monday through Friday from 7:30 a.m. to 3:00 p.m., on the CL-192 schedule.

The role focuses on implementing evidence-based behavior interventions and supporting students' communication and social-emotional development. Essential duties include implementing behavior plans, monitoring student progress, delivering SEL instruction, and

Qualifications

• Official transcripts showing 72 quarter credits or 48 semester credits (OR).
• Associates or higher degree.
• Rigorous testing demonstrating reading/writing/math knowledge.

Responsibilities

• Implement behavior support plans and positive behavior strategies.
• Monitor students on caseload and provide reinforcement and feedback.
• Deliver social-emotional instruction to students.
• De-escalate students and provide self-regulation supports.
• Supervise breaks and provide sensory/movement activities.
• Collect data for assessments and document progress.

Skills

Behavioral support

Social emotional

Data collection

Communication

Classroom support

Education

72 quarter credits / 48 semester credits

Associates or higher degree

State/local academic assessment scores

Tools

Adaptive technology

Photocopiers

Laminators

Kitchen equipment

Job description

This is a part-time, .875 FTE/7 hours per day position working on the CL-192 (192 days per full school year) schedule, Mon-Fri, 7:30 a.m. - 3:00 p.m.

Minimum Requirements for the position require you to meet Highly Qualified status, defined by state of Oregon ORS 581-037-0006. You are required to attach documentation to your application to show you meet the Highly Qualified requirement, a resume will not be sufficient. Incomplete applications may not be processed.

Documentation for Highly Qualified status:

• Official or Unofficial transcripts with your name, showing 2 years of post-secondary study consisting of 72 quarter credit hours or 48 semester credits. OR
• Obtaining an Associates or higher degree (attach diploma)OR
• Meeting a rigorous standard of testing through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing and mathematics (attach test scores).

This position assists the principal and school staff in supporting student efforts to manage behavioral and social emotional needs by implementing and supporting behavior management programs. Staff in this classification will utilize behavior management strategies and provide students with skill-building experiences. This position also includes supporting students in the areas of communication and language development, social skill development and positive behavior support, as well as supporting academic programming and functional skills. The core function is to implement evidence-based practices that will help students attain developmentally appropriate behavioral and social emotional skills.

This classification is different from the education assistant classification by its primary focus on communication, social emotional and positive behaviors. Additionally, this position will provide building-wide support in both Special Education and General Education settings.

Essential Functions

1. Implement behavior support plans, prescribed behavioral strategies and positive behavior support; model conversation, listening, and everyday prosocial interactions for the purpose of demonstrating appropriate social behavior in a culturally appropriate manner.
2. Provide frequent monitoring of students on assigned caseload, with accompanying positive reinforcement and feedback for the purpose of providing a safe and positive learning environment.
3. Implementing Check-In/Check-Out (CICO) at the start and end of the school day, including Positive Approach to Student Support.
4. Assist in delivering social emotional instruction to students.
5. De-escalate students and provide targeted self-regulation supports for recovery to baseline.
6. Supervise student breaks, implement sensory supports and movement activities.
7. Assist behavior teams with collecting data for functional behavior assessments by recording student behavioral progress and daily behavior data using spreadsheet data collection systems.
8. Assist students with building self- monitoring skills.
9. Implement strategies for working with students that align with their individual plans or protocols.
10. Intervene in potential conflicts utilizing appropriate behavioral approaches for the purpose of diffusing confrontations and minimizing disruptions.
11. Intervene in crisis situations and assists in developing and implementing appropriate positive behavior support strategies; support classrooms during room clear when applicable.
12. Interact with district staff to assist in the planning, implementation and review of the student's positive behavior support plan and safety plan.
13. Provide assistance to students with intensive behaviors in acquiring skills in the area of communication and language development, behavior and social skills.
14. Collect assessment data using technology and utilize data to document progress and decision making regarding the goals and objectives created for a student. Prepare written reports, communication logs and classroom materials.
15. Assist with the supervision of the general student population, supervises assigned students in and out of the classroom and in the community.
16. Maintain regular and prompt attendance.
17. Perform other related duties as assigned.

1. Knowledge of district policies and procedures and ability to maintain confidentiality in compliance with Family Educational Rights and Privacy Act (FERPA).
2. Knowledge of, and ability, to use a wide range of equipment including adaptive/assistive technology, photocopiers, laminators, and kitchen equipment.
3. Establish and maintain effective working relationships with staff and students.
4. Ability to understand and execute oral and written instructions, policies, and procedures.
5. Ability to listen, make sound decisions on a day-to-day basis as well as during emergency or crisis situations, and effectively work with students in high stress environments.
6. Ability to work with students who may exhibit aggressive behavior, as required by specific job assignment; with training, be physically prepared to restrain a student if in imminent danger of harming self or others implements.
7. Attends District workshops and staff development classes to remain current on behavioral, medical and data collection procedures.
8. Ability to assess situations and act swiftly and appropriately and with sound judgment for the safety and well-being of students and staff.
9. Consistently manage student discipline in a positive and effective manner.
10. Participate in change in a constructive way demonstrating flexibility in dealing with changing conditions.
11. Implement behavior plans and evaluate the effectiveness of the plan.
12. Gain the respect and confidence of students, parents, and staff through the modeling of appropriate behavior.
13. Ability to respond to confrontational and emotional situations involving staff and students in a compassionate and tolerant manner.
14. Establish and maintain effective working relationships with students, teachers, administrators, co-workers, supervisor, and the public.
15. Communicate clearly and appropriately, in speech and in writing, in accord with educational standards.

• Completion of at least two years of post-secondary study consisting of 72 credit hours, 48 semester units; OR
• Associates or higher degree; OR
• Meeting a rigorous standard of quality and demonstrating, through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing and mathematics (attach test scores).
• Two (2) years of work experience providing direct support to students.

An Affithive Action / Equal Opportunity Employer

The Eugene School District 4J does not discriminate on the basis of race, religion, ancestry, color, national origin, gender, age, disability, marital or family status, sexual orientation, gender identity in admission or access to the treatment of employment in its programs and activities as required by state and federal law. If you have any complaints, please contact the HR Department at [phone].

It is the District's policy to provide qualifying veterans and disabled veterans with preference in employment in accordance with applicable law. Applicants wishing to claim veterans' preference must provide the following military documents verifying their eligibility:

Veterans: A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon dischargeOR a letter from the U.S. Department of Veterans Affairs indicating the applicant receives a non-service connected pension.

Disabled Veterans: A copy of the applicant's Certificate of Release or Discharge from Active Duty (a federal DD Form 214 or 215), which shows character of service upon dischargeAND a copy of the applicant's veteran's disability preference letter from the U.S. Department of Veterans Affairs (unless the information is included on the DD Form 214 or 215).

For veterans' preference to apply, the required military documents must be submitted to the District at the time of application submission.