Cedar Rapids Community School District
Student Support Services
2019-2020 School Year
JOB SUMMARY: The Learning Engagement Specialist is responsible to provide behavioral, academic and administrative support to Tanager students integrated into a traditional school in an effort to increase student engagement with learning, resulting in increased student achievement. Monitor student attendance and implement plans of support when needed. Connect youth and families to social service providers, facilitates collaborative planning, and ensures that coordinated services are provided which match assessed needs. This position is also responsible for monitoring, redirecting and modifying student progress regarding inappropriate behaviors and performance, administering intensive tier 2 and 3 behavior interventions programs to identified students.
ORGANIZATIONAL AND REPORTING RELATIONSHIPS: The Learning Engagement Specialist will report directly to the Associate Director with support from the building administrators, the Director of Learning Supports and will have a working relationship with building staff, ELSC staff, and community agencies.
ESSENTIAL JOB FUNCTIONS: The essential functions as shown below represent only the key areas of responsibility; specific position requirements will vary depending on need. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions.
This position will support the building’s multi-tiered system of supports (MTSS) by:
- Providing assistance with de-escalating student behaviors and reintegration back into the classroom.
- Administering one-to-one intensive behavior interventions to students. Actively participates in behavior intervention meetings.
- Developing and implementing programming associated with supporting students in crisis to be delivered as needed.
- Modeling and facilitating students solving their own problems.
- Assisting assigned school staff with strategies to support and meet students’ needs in the areas of behavior, attendance, and achievement of academic goals.
- Providing active communication and positive relationships with parents, students, staff, and community members.
- Serving as liaison between students and community; providing school-home contacts.
- Conferring with teachers, as needed, concerning programs and materials to meet student needs.
- Meeting with families in their homes and other locations that are convenient to the family.
- Participating as an active member of the school staff and regularly attending support team meetings and other similar meetings within the building for the purpose of communication and service coordination.
- Assisting staff with strategies to support and meet students’ needs in the areas of behavior, attendance, and achievement of academic goals.
- Providing supervision of students (e.g. lunch duty, recess, substitute rotation) as necessary and directed by building administrator.
- Assisting in planning and delivery of social/emotional/behavioral school-wide programming.
- Fostering and supporting community partnerships
- Providing active communication and positive relationships with parents, juvenile court, students, staff, and community members.
- Maintaining a caseload consistent with program requirements. Maintaining accurate records and completing required reports such as attendance and disciplinary activities.
- Providing transportation for students and families when appropriate.
- Maintaining satisfactory and harmonious working relationships with the public, students, and other employees.
- Assisting with other duties as may be assigned.
OTHER DUTIES: Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the team member for this job. Duties, responsibilities and activities may change at any time with or without notice.
- Bachelor’s degree in Social Services or other related program of study preferred.
- Endorsements or Certifications? (e.g. Check and Connect preferred)
- Experience with the Check and Connect, Aggression Replacement Training, Restorative Practices, and Trauma-informed practices preferred.
- Experience working with adolescents in a school setting preferred
- Minimum two years of successful work experience in social service programs which provide services to youth and families.
- Ability to work collaboratively with representatives of social service agencies, schools, and advisory committees.
- Valid Iowa Drivers License.
- A driving record satisfactory to the District and the District’s insurance carrier.
KNOWLEDGE, SKILLS AND ABILITIES REQUIRED:
- Ability to advocate for students in accessing needed resources.
- Ability to establish and maintain effective working relationships with students, staff and the school community.
- Ability to speak clearly and concisely both in oral and written communication.
- Commitment to help program youth and their families identify their strengths.
- Ability to tolerate ambiguity.
- Orientation to continuous problem solving and positive life outlook.
- Ability to recognize sensitive issues and maintain confidentiality
- Knowledge of, and ability to implement, de-escalation techniques
- Knowledge of, and ability to implement, behavior management techniques
- Commitment to assist families and youth to identify, confront, and reduce the conditions which place them at risk of dropping out of school.
- Patience and understanding in communicating with persons to be served
- Ability to network, problem solve and multi-task.
- Knowledge of community resources.
- Willingness to assume responsibility.
- Regular attendance.
- Capable of representing the school in a professional manner, which includes but is not limited to confidentiality, communication skills, and dress.
- Ability to perform duties with awareness of all district requirements and Board of Education policies.
ENVIRONMENTAL AND PHYSICAL ACTIVITY REQUIREMENTS: 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 stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0-24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 – 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.
The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond the school day specific to the building they support. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors or when supervising students outside of the classroom.
INTELLECTUAL/MENTAL REQUIREMENTS: Ability to read, analyze, interpret, and implement ideas contained in technical documents, assessment data, professional journals and regulations. Ability to effectively write reports and communications to students, colleagues, parents and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students. Ability to solve problems effectively. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned. The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
Federal law obligates an employer to provide reasonable accommodation(s) for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources, at 319-558-2421.