Student Support Specialist/Registered Behavior Technician

FRAMINGHAM PUBLIC SCHOOLS

OFFICE OF STUDENT SUPPORTS

Department of Health & Wellness

TITLE:

Student Support Specialist/Registered Behavior Technician

Health and Wellness, Stabilization Program

2024-2025 School Year

TITLE:

Student Support Specialist

POSITION SUMMARY:

Framingham Public Schools is seeking a Student Support Specialist to work as a member of the district Social Emotional Mental Health (SEMH) team's Stabilization Program. Under the guidance of and collaboration with the SEMH team, the Student Support Specialist will be responsible for implementing behavior plans developed by a BCBA to assist with the stabilization and support of students requiring Tier 3 level interventions.

The Student Support Specialist will collaborate frequently with the BCBA in order to make adjustments and improvements to the student's plan and identify training needs for the school staff. Additional goals include provision of strategies for staff, de-escalation, and crisis intervention.

The Student Support Specialist will be utilized to address student and school concerns as needed in order to deliver Framingham Public Schools' high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. The role may shift periodically to address and respond to student and school concerns as needed across the district .

OUR MISSION:

Framingham Public Schools is committed to excellence for all students. A core value, embedded in the district's philosophy and goals, is that "all children will learn.'' Offering equitable access to education to all of our students hinges largely on providing the highest quality teachers in every school and classroom.

Diversity among teachers and staff undoubtedly advances the academic achievement of students. Compliance obligations establish the baseline; as a district, Framingham Public Schools are committed to achieving, developing, and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world.

Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives, and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery.

We want our employees to feel included, valued, and respected and have access to equal opportunity, which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career.

Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from minorities.

CERTIFICATES, LICENSES, REGISTRATIONS:

Bachelor's degree required. Teacher certification or an equivalent combination of education and experience is preferred. Certification as a registered behavior technician preferred.

TRAINING AND EXPERIENCE:

Three or more years of experience working with students with social-emotional behavioral challenges. Enthusiastic, compassionate, with a strong interest in working with at-risk students in grades K-5. Bilingual candidates preferred (Spanish and/or Portuguese).

Framingham Public Schools seeks candidates whose background has prepared them to contribute to our commitment to diversity and inclusion in all aspects of education. Also, we are interested in candidates who will bring with them an understanding of the experiences of those underrepresented in the educational field. Speakers of Spanish or Portuguese are strongly encouraged to apply.

SKILLS AND ABILITY:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Ability to effectively and confidently manage students who may exhibit behaviors such as aggression, non-compliance, disruption, inattention to task, social deficits, safety concerns. Experience working with children from diverse cultural and socio-economic backgrounds.

Experience with de-escalation and crisis intervention, preferably SafetyCare. Ability to develop effective professional relationships with building-based staff in order to provide coaching and training regarding student social-emotional and behavioral support. Ability to take direction and feedback well and adjust practice effectively and independently.

Ability to read and comprehend documents such as memos, safety rules, and procedure manuals; to express ideas clearly in written and oral communication; to work as a team member; to establish and maintain effective working relationships with students, parents, staff, and the community; to embrace a proactive and solution-focused approach to meeting student needs; to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner, and to perform duties with awareness of all district requirements and School Committee policies.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

• Ability and willingness to work with students who have special needs who may exhibit aggressive behaviors (i.e. biting, kicking, hitting, emotional outburst, etc.)

• Consistently implement student behavioral support plans, including modeling of recommendations as appropriate.

• Follow benchmarks and phase out stages in order to help the team determine whether student's require more or fading support

• Manage behavioral challenges by using appropriate de-escalation practices and strategies with students

• Coach students with development of self-regulation and coping skills in order to prevent or decrease challenging behaviors.

• Coach students in moments of challenging behavior in order to help them practice and generalize proactive skills.

• Participate with school-based support teams to engage in the management of challenging behaviors as needed.

• Follow SEMH team recommendations and direction while working closely with each school team to address student and individual school concerns, as needed.

• Collaborate at a high and frequent level with SEMH team in order to provide a cohesive experience for staff and students within the school

• Align practices and approaches with SEMH team recommendations and methods to promote the development of social, emotional, behavioral and mental health skills.

• Meet sometimes, strenuous physical requirements necessary to safely and effectively perform assigned duties, including lifting 50 pounds on a regular basis and periodically lifting in excess of 50 pounds with assistance.

• Must have the physical ability to use physical management de escalation procedures, including holds in emergency situations and follow procedures in a calm, responsible manner.

• Must be able to communicate and exchange information, effectively discreetly, and accurately in a high activity environment with staff, students, parents, and individuals who may have limited expressive and receptive conversational capacities.

• Must be able to detect visual and non-visual warning signs of developing physical or emotional situations that may require attention from staff.

• Must be able to discern visual and non-visual signs of physical and non-physical issues that may negatively affect the learning environment.

• Demonstrate an understanding, patient, and receptive attitude toward students of varied age groups, and varied disabilities.

• Model appropriate behavioral interventions.

• Establish and maintain cooperative working relationships with students and adults.

• Consult and collaborate with site and district staff as needed.

• Maintain appropriate documentation, records, and reports.

• Implement student behavioral support plans consistently, including modeling of recommendations as appropriate.

• Participate with school-based support teams to engage in the management of challenging behaviors as needed.

• Follow SEMH team recommendations and direction while working across all district schools, but also closely with each school team to address student and individual school concerns, as needed.

• Collaborate at a high and frequent level with SEMH team in order to provide a cohesive experience for schools engaged in the consultation process staff and students within the school

• Align practices and approaches with SEMH team recommendations and methods to promote the development of social, emotional, behavioral, and mental health skills.

• Consistent attendance and punctuality required in order to provide consistent support to students in need.

• Performance of other job-related duties as assigned.

PHYSICAL WORKING CONDITIONS:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to move about to provide services and may be required to occasionally traverse throughout the school building and/or go outside. While performing the duties of this job, the employee will have essential duties requiring him/her to work in a classroom with the ability to sit, stand, walk, kneel, crouch, stoop, squat, bend or twist at the neck and trunk.

The employee must frequently use hands and/or fingers to handle and/or feel objects and/or tools. Workday may include providing limited personal care to students. The employee must also occasionally lift or position students to provide services.

The employee occasionally operates a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer). The employee must be able to read material from a computer monitor as well as handwritten or printed matter with or without visual aids. The employee must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone. The employee may be exposed to volatile and assaultive behavior and/or speech and, as such, may receive injuries from aggressive students In the classroom, the employee must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to assist with providing instruction.

On rare occasions, it may be necessary to move quickly across even or uneven surfaces. The employee is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl. The employee is expected to lift at least 20 lbs (i.e. books, school supplies, etc.) and may be asked to operate machinery, tools, or equipment with prior training.

The employee should be able to stand, walk, and/or push a wheelchair for extended periods of time as well as provide assistance and personal care to students. The employee may be asked to assist with toileting, depending on a student's needs. The employee may be transferred to a different school depending on students' needs and fit in the best interest of children.

The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members and occasionally must meet multiple demands from several people.

While the majority of the workday is spent inside, the employee must spend time outdoors for recess, fire drills, and special activities. May be exposed to bodily fluids, disease, or pathogens.

Position can require some degree of physical interaction with students who have difficulty controlling physical behavior. Sometimes strenuous physical requirements are necessary to safely and effectively perform assigned duties, including lifting 50 pounds on a regular basis and periodically lifting in excess of 50 pounds with assistance.

May be required to accompany students on field trips, which may require maneuvering into awkward positions or in narrow bus aisles. Must be able to lift and physically restrain students at times, to take appropriate action in emergency situations, and follow procedures in a calm, responsible manner. Must be able to communicate and exchange information, effectively discreetly, and accurately in a high activity environment with staff, students, parents, and individuals who may have limited expressive and receptive conversational capacities.

Must be able to detect visual and non-visual warning signs of developing physical or emotional situations that may require attention from staff. Must be able to prepare and monitor legal and educationally appropriate special education documents including IEPs and behavior plans. Must be able to express yourself effectively verbally and non-verbally in the classroom with staff, students, and parents.

Must be able to discern visual and non-visual signs of physical and non-physical issues that may negatively affect the learning environment. Must be able to monitor students and staff visually and non-visually to effectively manage an orderly and safe learning environment. Must have normal vision, corrected or uncorrected. May receive intentional injuries from aggressive students

The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

REPORTS TO:

SEMH Team Departement Head and Director of Health and Wellness

SUPERVISORY RESPONSIBILITIES:

None.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:

This position is classified as Non-Exempt (Hourly).

TERMS OF EMPLOYMENT:

Covered under Framingham School Committee Policy.

$24.32 per hour. 197 days per year. 33.75 hours per week

HELPFUL LINKS:

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Framingham Policies & Procedures Handbook

Framingham Public Schools provides equal employment. opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities.

This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status.