Position Title: YES Facilitator

Term of Employment: Full-Time/10 months

Reports To: Principal

Pay Information: SG 56

General Statement of Job

• As a Tier 2 and or Tier 3 intervention, each of the four traditional high schools will house a YES Academy to support on-task academic, attendance behaviors, as well as support the social and emotional needs of at-risk students.  The primary purpose of the YES Academy is to differentiate instruction for the at-risk students who have failed to progress within the traditional school setting.

• This position would be responsible for facilitating credit recovery,  completion of work,  monitoring attendance and development of behaviors conducive to success for all students placed in the YES Academy.  In addition to providing academic assistance, the facilitator will support the social and emotional needs of the at-risk students through the development of a learning environment differentiated to address the needs of the students. 

Essential Job Functions

• Collaborate with the Problem Solving Team to support Tier 2 and Tier 3 at-risk students.
• Attend Problem Solving/MTSS Team meetings to discuss progress of the YES Academy students. 
• Develop an inclusive culture and nurturing environment to engage students in the educational processes.
• Facilitate learning through supporting students as they complete assignments, meet attendance, and behavior requirements during the block(s), weeks, or semesters they are assigned to the YES Academy.  
• Work directly with teachers in classrooms to provide support to the students assigned to the YES Academy.
• Monitor the progress of the students for academics, attendance,  and behaviors. 

Knowledge, Skills and Abilities

• Working knowledge of effective methods of dealing with children
• Working knowledge of the core subjects at the grade level to which employment assignment is made
• Some knowledge of the school organization and its community
• Some knowledge of expected behavior of children, that is, basic characteristics of ages and stages
• Skill necessary to operate classroom based technology and standard office equipment
• Skill to make learning aids which will strengthen lesson plans
• Ability to comprehend the purpose of teacher-designed strategies as a fulfillment of the instructional objective
• Ability to discern significant student behavior and refer this to the supervisor
• Ability to impart information to the child’s level of comprehension
• Ability to apply impartially and consistently proper methods of recognition, reward, and correction
• Ability to solve independently most minor problems
• Ability to follow minimally detailed written and oral instructions without constant supervision
• Ability to record and store data accurately
• Ability to maintain confidentiality of student information

Minimum Training and Experience

• Prior experience with high school at-risk students is preferred
• Associates Degree (or higher) required; or a minimum of 48 semester hours college-level coursework
• CDL with P&S endorsement required
• Prior experience in instruction and/or supervision of students

Minimum Qualifications or Standards Required to Perform Essential Job Functions

• Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and rarely, the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment. 
• 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.
• Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants.
• Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, 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.
• 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.
• Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology.
• Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
• Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
• 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.
• Interpersonal Temperament: 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.
• Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.