Behavior Support TOSA

JobID:

2719

Position Type:

Certified Date Posted:

4/20/2026

Location:

District-Wide Date Available:

August, 2026

Closing Date:

Until Filled School District #6 is located in the famous Rogue River Valley of Southern Oregon, nestled between the Cascade and Siskiyou Mountain ranges. The area abounds with opportunities - natural, theatrical, musical, educational and athletic. The entire school district is being restructured with an eye toward further improving our already excellent program. Our goal is to add innovative and energetic teachers who are committed equally to kids and to educational improvement and who want to be part of creative decision making.

POSITION

Behavior Support

TOSA BUILDING

District-Wide

POSITION START DATE

August, 2026 COMPENSATION and

BENEFITS

$47,810.90 - $90,243.76, depending upon approved accepted experience. •Salary listed is 2025-2026 pay rate. 2026-2027 salary is TBD. MA stipend added to annual salary Service Premium pay after completion of 10 years of employment Annual COLA pay increase (as negotiated with Oregon Education Association) Annual step pay increase awarded to eligible employees 6 paid holidays annually 10 paid sick leave days per year 2 paid personal leave days per year 3 paid personal leave deduct sub pay per year 5 paid bereavement leave days per year Up to $1,900 per month district-paid contribution toward full-family medical, dental and vision insurance $600. per month opt-out stipend for employees who demonstrate other health insurance coverage under a qualifying employer sponsored group medical plan (for full-time employees) Employee Assistance Program (EAP) 6% district-paid contribution towards Oregon Public Employees Retirement System $50. per month employer match into a tax sheltered annuity when employee contributes $50. per month (after employee completes three years with the district)

QUALIFICATIONS

1. Will possess valid Oregon Teaching License with Special Education endorsement. 2. A willingness to be actively involved in teaming, curriculum integration, shared decision making.

APPLICATION PROCEDURE

1. Complete Frontline application online 2. Complete resume' of qualifications 3. (3) Letters of reference 4. Copy of appropriate Oregon Teaching License 5. Official transcripts upon hire

EMPLOYER WEBSITE

http://www.district6.org

Behavior Support TOSA Job Description Purpose :

The position of Behavior Support TOSA will support school teams to implement behavior and social skills interventions leading to student success by providing supportive consulting services to assist staff and families in the development and implementation of comprehensive behavior intervention plans for students. This position will assist building teams with data systems for monitoring student progress and decision making for students presenting behavioral concerns; and with functional behavior assessments and behavior support plans.

Reports to:

Director of Special Programs Nature of Work:

The Behavior Support TOSA works independently following standardized routines under general supervision. The nature of the work requires adherence to policies, procedures, and regulations. This job requires frequent interaction with students, staff, and the public and as such requires a high level of professional decorum and the ability to act as a role model.

Interface :

Primarily interfaces with students, school staff, parents, district administrators, local and state agencies and resources.

Essential Functions, Roles and Responsibilities:

Work with the principals and school teams on complex behavior support planning and implementation and data collection. Support schools with implementation and development of Tier 2 and Tier 3 systems and progress monitoring teams. Actively work to reduce disproportionality in discipline practices by utilizing data, implementing culturally responsive behavior management strategies, and ensuring all students have access to effective, dignified behavior support. Train and follow-up with implementers to ensure accuracy and fidelity with plan implementation. Demonstrate strong consultation to navigate challenges of supporting students with behavior challenges across settings. Oversee programs and services for students with severe behavior disorders across varying program placements (e.g., general education, with or without IEP or 504 plans, with or without diagnosis, etc.) for the purpose of ensuring access to the educational environment and curriculum; and adherence to established guidelines. Design coherent instruction by matching learning activities to instructional outcomes. Effectively communicate with students by stating clearly what students will be learning and clearly explaining content. Reflect on teaching. Accurately assess effectiveness of instruction and identify specific ways to improve lessons. Consult with building teams to develop safety plans and ensure staff training occurs. Create an environment of respect and rapport by ensuring that classroom communication is uniformly respectful, by responding effectively to disrespectful or off-task behavior, by ensuring that students participate willingly, and by making general connections with individual students. Develop, plan, and implement training of educational assistants in assigned programs. Consult on curriculum development and material selection aligned with state frameworks, particularly for intervention curriculum alignment. Conduct workshops, training, in-service presentations, etc. on classroom management techniques and other topics for the purpose of developing skills and establishing effective relationships with students with social-emotional and behavior challenges. Maintain accurate and complete records as required by law, district policy, and administrative regulations. Locate needed resources for staff and students beyond what is currently available in schools. Knowledge of how to access mental health support for students and families. Assist family engagement in student support. Act as an advocate for appropriate accommodations and modifications needed for students to successfully respond to academic and behavioral interventions. Perform other duties as assigned by the Director of Special Programs. Assist assigned staff with IEP development and completion. Show professionalism. Demonstrate honesty and high standards of integrity. Actively address student needs, working to provide opportunities for student success. Participate in team and departmental decision making, and comply with District regulations.

Other Job Functions:

Apply strategies of Non-Violent Crisis Intervention as may be required for the purpose of providing a safe and optimal learning environment. Maintain training and certification in Non-Violent Crisis Intervention, First Aid, and other training as determined necessary for the job. Consult with building teams on Threat Assessments. Job Requirements –

Qualifications:

Knowledgeable about school-wide PBIS in addition to targeted systems. A minimum of three years experience working with students with disabilities. A minimum of three years of successful classroom teaching experience with demonstrated expertise in implementing behavior interventions, data collection, and achieving positive outcomes for students with significant behavioral challenges. Knowledge of regular education, Special Education and Americans with Disabilities laws. Successful teaching experience working with diverse students and experience with designing standards-based instruction and utilizing effective instructional practices to address academic and behavioral needs of individual students.

Required Qualifications:

Masters degree in Education or related field. Oregon Teaching License (TSPC); Special Education license. Valid drivers license required. Must pass a criminal background check. Must be able to read, write, understand, and follow multi-step written and verbal instructions in English. General knowledge of computer usage and ability to use database software, email, spreadsheets, teaching software, word processing, etc.

Working Conditions:

The Behavior Support TOSA works both in the District office building and in schools. Although the primary work is indoors, the TOSA may, on occasion, work outdoors in variable weather conditions, including inclement weather. The position requires regular work at a computer, as well as the ability to write, hear and speak. Must be able to stand, walk, bend, stoop, twist, kneel, reach and lift up to 10 pounds. Employee may be exposed to bloodborne pathogens The position involves a high level of interaction with employees, students, and families from multiple and diverse backgrounds, many with unique needs. The incumbent must maintain composure under stress and must manage effectively in the presence of emotionally challenging interactions with staff, students, and parents. The work environment characteristics described here represent those an employee may encounter while performing the essential functions of this job. Reasonable accommodations may enable individuals with disabilities to perform the essential job functions.

Work Year:

As negotiated in collective bargaining agreement.

Bargaining Unit:

Central Point Education Association FLSA Status :

Exempt Date Approved:

April 2026 The Central Point School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Central Point School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans' status, genetic information, or disability in any educational programs, activities, or employment.