Behavior Facilitator FTE at Washington High School

Position Overview

At Washington High School, the Circle of Courage represents our educational philosophy and mission statement. The Circle is based upon the Native American concept of holism and the belief of equality and the necessary parts of the greater whole. In education, the concept relates holistically to the total needs of the student (academic, vocational, personal, and social) and encourages maximum growth and development in each student.

To achieve this, one must address the four quadrants of the Circle of Courage through academic and co‑curricular programs.

• Belonging – is found in a safe, friendly, and nurturing environment where each individual is recognized as a unique human being to be treated with dignity and respect. All people are accepted, valued, and treated equally. It is the belief that in diversity there is strength, and by working together we create a positive learning environment for all students.
• Mastery – recognizes the identification and building of one's strengths, attainment of personal goals, and learning to share in the achievements of others. WHS believes all students have strengths and can learn and grow.
• Generosity – creates opportunities of caring for others and finding a purpose beyond oneself. It is the belief that acceptance and collaboration are essential in a positive learning environment and that involving students in service to others provides a valuable learning experience.
• Independence – provides opportunities to develop the skills and confidence to assert positive leadership and achieve self‑discipline. WHS believes each individual has the right of choice within reasonable restraints and accepts responsibility for choices made. The cooperative relationship of the student, parents, school, and community promotes autonomy, development, and growth. Academic and co‑curricular programs at Washington High School are designed to promote these concepts.
  
  We believe it is important for students to grow not only as individuals but also as part of the larger community. In doing so, students learn the importance of accepting and learning from one another.

Education Level: Two years successful post high school education.

Experience Desired: At least one year of work experience in a position requiring interpersonal interaction skills, knowledge of programming for students with behavior disorders.

Physical Requirements: Requires hearing, hand‑eye coordination, mind‑eye coordination, keyboarding and telephoning. Frequent repetitive motions with wrists, hands, fingers. Frequent physical management of students.

Other Requirements: Regular, reliable attendance. Experience with behavior management. Ability to use a computer for word processing and data entry. Ability to maintain confidential information. Regular contact with students with emotional, cognitive and/or conduct‑related disorders. Due to the nature of position and of the behavior program and of the students assigned, required the ability to work in a stressful environment. Position will work with both RISE and Tier II behaviors.

Team member will work collaboratively with special education case managers, Board Certified Behavior Analysts (BCBAs) and administration to implement behavior plans, manage behavior episodes, and track data and progress. Position will also assist with building‑wide Tier II systems of check‑in/check‑out which helps students set goals, teach targeted strategies, monitor and reward progress. Position requires ability to be firm and flexible, with outstanding communication skills.

Experience with behavior programming preferred.