Learning Specialist -  Behavior Specialist

Itinerant Schedule

Molalla River School District is actively recruiting for a Learning Specialist/Behavior Specialist for the 2023-2024 school year.

1. JOB GOAL:  The goal of the Itinerant Learning Specialist – Behavior Support is to assist MRSD schools with the implementation of evidence-based behavior support and intervention strategies for students.  The Specialist provides leadership and training for local schools to implement a system of behavior support that includes prevention through crisis response techniques for students with behavioral needs that impact their learning or the learning of others. The Specialist assists schools with building the capacity to complete functional behavior assessments (FBA’s) and develop individualized Behavior Support Plans (BSP’s) for students in local school district programs.

    

   ESSENTIAL REQUIREMENTS:  To perform this job successfully an individual must be able to:

   1. Understand the instructional and assessment requirements necessary to assist students in reaching the content and performance standards as established by Oregon's Educational Act For The 21st Century.
   2. Have knowledge of child growth and development at each level of instruction.
   3. Possess knowledge of and experience with supporting positive classroom and community behavior, with an emphasis on prevention.
   4. Possess functional computer and technology literacy for functional aspects of the work, professional communication and instructional application.
   5. Have prior successful behavioral support experience in a supported education environment.
   6. Maintain satisfactory attendance as defined in District policy and regulations.

    

   ESSENTIAL DUTIES AND RESPONSIBILITIES:

   Include the following. Other duties may also be assigned.

    

   1. Provide specially designed instruction which focuses on the individual needs of the student and the achievement of the state content and performance standards.
   2. In preparation for instruction, address both short- and long-term learning goals. Show written evidence of preparation upon request of immediate supervisor.
   3. Provide developmentally appropriate learning experiences.
   4. Develop positive working relationships with students, staff, administrators, parents and the community in order to advance and improve student behaviors.
   5. Work cooperatively with classroom teachers who have students with disabilities assigned to their rooms. Assist in the diagnosis and instructional planning for identified students, monitor the I.E.P. and make specific recommendations to teachers regarding the need for adaptations and modifications in instructional strategies and materials.
   6. Maintain professional competencies through in-service education activities provided by the District and/or in self-selected professional growth activities.
   7. Use a variety of formal and informal assessments to diagnose and monitor student progress and achievement of the behavioral objectives.
   8. Direct the work of instructional assistants including directing, preparing, training, and monitoring the services provided to eligible students.
   9. Prepare and maintain accurate and complete records regarding the pre-referral process, referrals, testing, I.E.P. decisions, I.E.P. files and a census of identified students as required by law and district policy.
   10. Maintain professional confidentiality concerning identifiable student information, individual student data and achievement.
   11. Frequently communicate to students and parents the level of student achievement towards achieving the I.E.P. goals and state standards.
   12. Establish and maintain standards of student behavior needed to achieve a functional learning environment. Notify and involve parents/guardians regarding a students’ behaviors as outlined in school and District policies.
   13. Take all reasonable precautions to provide a safe, secure learning environment.
   14. Maintain a high level of professional integrity by adhering to the Teacher Standards and Practices requirements for an Ethical Educator, (as written in the Staff Handbook) as well as Board Policy and State Law.
   15. Participate in various meetings (e.g. staff, team, SST, IEP, parent conferences, in-service training, etc.) for the purpose of receiving and/or providing information or sharing expertise.
   16. Perform such other tasks as may be assigned by the Board or Administration.