Description
Student Success Specialist (Pilot)
School: Estabrook Elementary
Reports to: Building Administrator and/or designee
Salary: Per Negotiated Contract
SUMMARY:
To create an environment within the school that is favorable to learning and personal growth; to establish effective rapport with pupils; to motivate pupils to develop skills, attitudes, and knowledge needed to provide a good foundation for education in accordance with each pupil’s ability to establish good relationships with parents, caregivers, and other staff members.
QUALIFICATION REQUIREMENTS:
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 essential functions.
EDUCATION and/or EXPERIENCE:
Michigan Teaching Certification required.
A bachelor's degree in social work or psychology is preferred.
Experience in trauma-informed and restorative practices is preferred.
Excellent reasoning ability.
A minimum of five years of classroom experience is required.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
Working with a multi-disciplinary evaluation team to consider eligibility for special education and/or related services.
Develop wellness plans for students in collaboration with the building’s MTSS/RTI team as well as caregivers in pre-referral intervention.
Support students with de-escalation planning and strategies.
Create a climate where students are proactive problem solvers, shifting from reactive crisis response.
Collection of data and implementation of behavioral plans for students with 504’s, IEP’s and identified in the pre-referral intervention.
Familiarity with and ability to employ Conscious Discipline and Restorative Practices strategies.
Develop and implement culturally appropriate and inclusive programming/initiatives that celebrate and recognize all students for their abilities, cultures, achievements, and backgrounds, allowing all students to have a voice in such programming.
Observation of staff and students appropriately using de-escalation strategies
Collect data on students independently resolving (or de-escalating) negative interactions without adult interventions.
Create an environment that significantly reduces the number of suspensions, monitoring that reduction occurs each month.
Facilitate understanding of the correlation between behavior, problem resolution, and academic success in the classroom/school with parents, students, and staff.
Develop wellness plans for students in collaboration with the building’s MTSS/RTI team as well as caregivers.
Work with the other members of the district and building’s ISSN team.
Work with the principal to provide periodic training sessions during staff meetings to refresh staff’s understanding of wellness protocols and discuss school-wide behavior trends.
Work with the principal and classroom teachers to identify when and where students are having the greatest difficulty interacting appropriately.
Meet regularly in small groups with students who are more frequently engaged in disputes.
The Board of Education does not discriminate on the basis of race, color, national origin,
immigration status, sex (including sexual orientation or transgender identity), disability, age,
religion, height, weight, marital or family status, military status, ancestry, genetic information, or
any legally protected category not otherwise listed (collectively, “Protected Classes”) in its
programs and activities, including employment opportunities.