<p>TITLE: STUDENT SUPPORT FACILITATOR</p> <p>TYPE: Non-Union Cycle II</p> <p>SALARY: Per Terms of Employment Non-Union Personnel, Cycle II</p> <p>WORK SCHEDULE: Monday-Friday, 6 1/2 hours per day, 185 days per year</p> <p>REPORTS TO: Building Principal</p> <p>OBJECTIVE: The Student Support Facilitator plays a critical role in fostering a positive, structured school environment by implementing, coordinating, and overseeing behavior intervention strategies. This position provides positive behavioral intervention support to the entire school community through the consistent application of restorative justice practices, conflict resolution, and trauma-informed strategies.</p> <p>ESSENTIAL DUTIES AND RESPONSIBILITIES:</p> <ol> <li> <p>Mentor and train Behavior Technicians and school staff in best practices for student behavior support.</p> </li><li> <p>Implement and oversee behavior intervention strategies to support students displaying social, emotional, or behavioral challenges.</p> </li><li> <p>Develop individualized behavior support plans to address student needs.</p> </li><li> <p>Utilize restorative justice practices and de-escalation techniques to address conflicts and behavioral concerns.</p> </li><li> <p>Conduct crisis interventions and provide immediate support for dysregulated students which may include student restraints when necessary.</p> </li><li> <p>Serve as the lead liaison between behavior intervention staff and the administration, ensuring communication and alignment with school policies.</p> </li><li> <p>Analyze behavioral data to identify trends and inform decision-making for school-wide behavior support initiatives.</p> </li><li> <p>Work explicitly to build relationships within the school community.</p> </li><li> <p>Coordinate, teach, and facilitate collaborative problem-solving, conflict resolution, restorative circles, and mediations.</p> </li><li> <p>Create systems to measure the effectiveness of restorative justice practices and positive behavioral supports to improve school safety and culture.</p> </li><li> <p>Work with families to generate understanding of and participation in the restorative justice process.</p> </li><li> <p>Facilitate mediations, as needed, in response to conflicts among students, educators, and family members.</p> </li><li> <p>Support teachers inside the classroom through coaching and modeling of restorative justice and trauma informed practices.</p> </li><li> <p>Attend restorative practices training, as well as other professional development opportunities to enhance efficacy in role.</p> </li><li> <p>Provide training, modeling, consultation, coaching, and technical support to staff and students in the facilitation of school-wide restorative justice practices.</p> </li><li> <p>Conduct intake assessments for Restorative Conferences and Circles, prepare participants, contact caregivers, send confirmation notices, facilitate the process, develop an agreed-upon plan, and conduct follow-up to ensure agreements are upheld.</p> </li><li> <p>Facilitate transitions to and from disciplinary alternative education placements.</p> </li></ol> <p>REQUIRED MINIMUM QUALIFICATIONS:</p> <p>Education, Training, and Experience</p> <ol> <li> <p>Bachelor's degree in education, psychology, social work, counseling, or a related field.</p> </li><li> <p>Minimum of three years of experience in behavior intervention, special education, counseling, or a related role in a school setting preferred.</p> </li><li> <p>Experience in crisis intervention, restorative justice practices, and de-escalation techniques.</p> </li><li> <p>Strong understanding of trauma-informed practices and positive behavior interventions.</p> </li><li> <p>Leadership experience in mentoring or supervising staff.</p> </li><li> <p>Training in CPI (Crisis Prevention Institute) or similar crisis intervention programs, or willingness to obtain training.</p> </li></ol> <p>Knowledge, Abilities, and Skills</p> <ol> <li> <p>Conflict resolution</p> </li><li> <p>De-escalation training</p> </li><li> <p>Collaboration with all staff</p> </li></ol> <p>ADA and Minimum Qualifications to Perform Essential Job Functions</p> <ol> <li> <p>Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, and adding machines. Must be able to exert up to 10 pounds of force occasionally and a negligible amount of force constantly to lift, carry, push, pull, or otherwise move objects, including the human body. Must be able to stand, crouch, and bend over for long periods throughout the day.</p> </li><li> <p>Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.</p> </li><li> <p>Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.</p> </li><li> <p>Language Ability: Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control, and confidence.</p> </li><li> <p>Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.</p> </li><li> <p>Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, and follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting, and marketing terminology.</p> </li><li> <p>Numerical Aptitude: Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; and apply the principles of algebra and geometry.</p> </li><li> <p>Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.</p> </li><li> <p>Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.</p> </li><li> <p>Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.</p> </li><li> <p>Interpersonal: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.</p> </li><li> <p>Physical Communication: Requires the ability to talk (expressing or exchanging ideas by means of spoken words) and hear (perceiving nature of sounds by ear). Must be able to communicate via telephone or radio.</p> </li></ol>