SEL Support Facilitator

Worth School District 127; Worth (IL); On-site; USD 52,000 - 82,000; Full time

Job summary

Worth School District 127 in Worth, IL seeks an SEL Support Facilitator to advance district-wide positive behavior supports and MTSS integration. The role supports classroom teachers, observes students, and contributes data for behavior assessments within the district and building teams.

The facilitator will lead professional development, collaborate with staff and families, and implement function-based interventions to improve student behavior and learning outcomes.

Qualifications

• Bachelor's degree in education required.
• Licensure as required by Illinois law.
• Three years of teaching experience involving at-risk or behaviorally challenged students.
• Knowledge of behavior intervention strategies and implementation.
• Ability to plan and evaluate behavior improvement strategies.
• Familiarity with FBA, function-based interventions and BIP.
• Proficiency in using assessment data to inform decisions.
• Commitment to ongoing professional development.
• Flexibility to meet student needs.
• Ability to collaborate with staff for student success.

Responsibilities

• Serve as a member of the District SEL Support Team.
• Lead the SEL Support Team at the building level.
• Participate in ongoing professional development on child development, behavioral support, family engagement, inclusivity, staff wellness, and trauma-informed care.
• Facilitate professional learning at the building level.
• Assist staff in defining and measuring behavior and applying reinforcement principles.
• Support Tier 2 students with observation, materials, and strategy recommendations.
• Work directly with Tier 3 students.
• Provide crisis intervention and de-escalation to restore positive learning environments.
• Travel to school sites to perform services at varied sites.
• Facilitate meetings with teachers, staff, and parents for Functional Behavioral Assessments.
• Promote BIIs for Tier 2/3 students and provide ample practice.
• Use assessments to track student progress.
• Develop assessment strategies aligned with goals and needs.
• Model effective assessment processes and student self-reflection.
• Recognize student achievements and positive behaviors.
• Engage parents in student behavior intervention planning when needed.
• Other duties as assigned by Administration.

Skills

Behavioral interventions

Data-informed decision making

Function-based interventions

FBA/BIP familiarity

Assessment data analysis

PD participation

Collaborative work with staff

Flexible to student needs

Tier 2/3 support

Crisis intervention

Lead MTSS team

Education

Bachelor's Degree in elementary education

Appropriate licensure as required by Illinois law

Job description

Job Summary: An SEL Support Facilitator is a highly qualified teacher with the knowledge and skills necessary to assist individuals, groups, and systems through the application of positive behavior supports. The SEL Support Facilitator serves as a resource to the classroom teacher and participates as an active member of the MTSS team at the district and building level. The SEL Support Facilitator may assist school social workers by observing students and providing data for Functional Assessments of Behavior and Behavior Intervention Plan for individual students with behavioral issues that are inhibiting their ability to learn with their class. The SEL Support Facilitator also provides classroom and school-wide behavior management strategies.

Reports To: Principal

Qualifications:

• Bachelor's Degree, at a minimum, in elementary education.
• Appropriate licensure as required by Illinois law.
• Three years of successful teaching experience in which the teaching of "at risk" and/or "behaviorally challenged" students was an important responsibility for the position.
• Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality.
• Knowledge in research-based behavior intervention strategies and the ability to implement them effectively.
• Demonstrate ability to plan and evaluate strategies for improving behavior.
• Knowledge of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing more appropriate behavior.
• Familiarity of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plan (BIP).
• Exceptional knowledge in the use of assessment and assessment data to inform decision-making and prescribe work plans for individual students.
• Must have a commitment to participating in PD and training opportunities assigned by the district.
• Must be flexible and accommodating to the needs of students.
• Must have the ability to work collaboratively with others to optimize student success.

Duties and Responsibilities:

• Serve as a member of the District SEL Support Team.
• Lead the SEL Support Team at the building level.
• Engage in on-going professional development to increase knowledge and skills of child development and learning, behavioral support, connections with families, cultural responsiveness & inclusivity, staff wellness & engagement, trauma-informed care, and social-emotional learning.
• Facilitate professional learning at the building level.
• Assist staff in defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior, and identifying antecedents.
• Support staff with students in Tier 2 by observing students, creating materials, and recommending strategies to help with behaviors in the classroom.
• Work directly with students in Tier 3.
• Provide crisis intervention and de-escalation support, with the primary goal of helping students return to a positive learning environment.
• Travel to school sites as required for the purpose of performing services at varied sites.
• Facilitate meetings with identified student's teachers, pertinent staff, and parents for the purpose of discussing a Functional Behavioral Assessment.
• Promote highly specialized positive behavior interventions in which Tiers 2 and 3 students thrive: behavior instruction that is explicit, intensive, accelerated, and provides ample practice.
• Use ongoing assessments to maintain a record of student progress.
• Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
• Regard assessment as a joint venture through which both student and teacher understanding is enhanced.
• Model good assessment processes that assist students in assessing their own work and behavior.
• Provide recognition of a variety of student accomplishments and positive behaviors.
• Occasionally work with social working and teacher to engage parents in the "student behavior intervention plan" process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
• Other duties as assigned by Administration.