Summary:

Under the supervision of the Coordinator of Multi-Tiered Systems & Supports (MTSS) and the Building Principals, the Student Support Specialist is a leader in interventions and support strategies as part of the district-wide framework of Multi-Tiered Systems of Support at the building level. This position provides professional development, leadership, and direct instruction and intervention within the tiered levels of the PBIS and Academic framework. It also works closely with stakeholders to provide coordinated support for students.

 

Description:

• Support the analysis of implementation and fidelity data to create short and long-term student-level and building-level plans to fully implement Multi-Tiered Systems & Support. In conjunction with school and district leadership and teams, develop action plans based on this data analysis.
• Support the selection, creation, and/or implementation of a social-emotional learning curriculum and PBIS lessons to provide explicit instruction of behavior expectations and social & emotional competencies
• Collaborate with district leadership to establish district-wide protocol and procedures within the district’s MTSS-B Framework for Tier 1 practices, and MTSS-A and -B Tier 2 intervention selection and progress monitoring processes
• Support the implementation of trauma-informed practices and restorative practices through training and distribution of resources

• Research, identify, train, and implement various strategies and tools to support student behavioral, social, and emotional needs
• Provide academic, social-emotional, and behavior intervention in small groups or individually with students.
• Support implementation of in-school academic interventions and after-school tutoring
• Serve as a Member of the School Improvement (Guiding Coalition) Team, District Improvement Team & Child Study Teams
• Maintain intervention records to track data and inform building decisions
• Maintain collaborative and respectful communication with Parents
• Respond to immediate/urgent needs within the building for behavior support

• Other Duties as Assigned

 

Supervisory Responsibilities

31A Instructional Paras, in conjunction with Building Principal

 

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 the essential functions:

 

Education and/or Experience:

• Michigan Teaching certificate and/or Michigan Administrative certificate
• Possession of a master's degree in counseling, school social work, special education, psychology, or literacy, reading, and math desired
• Experience working with students in the K-12 system
• Experience or extensive knowledge of laws and initiatives related to PBIS, MTSS
• Experience developing and delivering professional development desired

 

Language Skills:

Ability to effectively communicate with individuals, small and large groups in both written and oral form.

 

Mathematical Skills:

Ability to effectively analyze district and building behavioral and academic data to determine appropriate strategies and interventions to implement.

 

Reasoning Ability:

Ability to apply common sense understanding to work with a variety of staff skill sets with instruction and technology integration.  Ability to problem solve, prioritize needs, be a creative thinker and also be flexible in his/her thinking.  

 

Other Skills and Abilities:

Possession of a valid Michigan driver’s license and/or be able to provide own transportation in conduct of work assignments (mileage reimbursed); willingness to travel as needed.

 

PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform 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 frequently required to sit and occasionally walk or stand.  The employee is frequently required to talk or hear.  The employee is frequently required to lift boxes, use hands and fingers to type, use tools, feel objects or controls.  The employee must on occasion squat, stoop, or kneel.  Specific vision abilities required by this job include close vision and the ability to adjust focus.  The employee needs to be CPI certified or willing to become CPI certified in order to execute all aspects of the NCPI tenants.

 

WORK ENVIRONMENT:  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.  

 

The noise level in the work environment is usually quiet.