Position Type:
Middle Management
Date Posted:
5/9/2024
Location:
Corwin International Magnet School
Closing Date:
05/19/2024
This Position is for the 2024 - 2024 School Year

It is essential that all employees of Pueblo School District 60 understand our mission is to provide a high-quality education that assures each student the knowledge, skills, and dispositions to lead a life of purpose and impact. Employees support the community and thrive in connecting with our students by embracing the core values of the district, which state:

• We believe that the success of every student is our most important commitment.
• We believe that collaboration and engagement with our community, parents, staff, and students are essential to our success.
• We believe that we must act with integrity, celebrate diversity, and promote equity.
• We believe that each individual must be treated with dignity and respect.
• We believe that the social and emotional well being of our students is as important as their academic needs.
• We believe that it is our responsibility to provide a safe, positive, and supportive environment for our students and staff
• We believe that our community heritage, traditions, and history should inform our response to future student and district needs.

As we embrace these values and consider their impact, we will achieve our vision of being a high performing school district that inspires community confidence. Each employee plays a part, and that contribution should bring us closer to helping each student achieve their dreams.
Job Title: Student Engagement Coordinator - Grant Funded
Work Year: 220 days
Department: Teaching and Learning
Reports To: Executive Director of Secondary Education and CTE
Salary Range: APT Salary Schedule Benefits: Fringe Benefits based on Schedule C Benefits Status: FLSA Status: Exempt

This is a grant funded position, there is no guarantee of continued employment.

SUMMARY OF FUNCTIONS:
The Student Engagement Coordinator is an integral part of a comprehensive program of monitoring and support of students (grades 6-8, 9-12) from their transition to middle and high school and throughout their academic experience. Students can be identified for intervention through analysis of risk factors in achieving the goal of graduating from high school. The Student Engagement Coordinator will be responsible for working directly with identified students. In addition, coordinator will work cooperatively with the principals of the schools and the central office to identify supports for these students. Such services might include after school tutoring for students at academic risk, facilitation of mentoring relationships in the workforce, referral to support services in the community if necessary, participation in community and family engagement activities, sustained meetings with students and families to keep the whole family engaged in the support of the student's academic or graduation goal, etc.
QUALIFICATIONS:
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. The physical demands, work environment factors, and mental functions described below 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.

REQUIRED:

• Bachelor's degree in social work, psychology, counseling, education, or similar field
• Minimum of one (1) year of experience in Education, Counseling, K-12, secondary student advocacy, or work with at risk youth
• Valid Colorado Driver's License
• Reliable Transportation
• Employee must complete a fingerprint-based criminal background check and must be cleared by the Office of Human Resources
• Must be able to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary

PREFERRED:

• Experience working with at-risk students and families
• Leadership role in supporting and monitoring at-risk students
• Bilingual in Spanish
• Knowledge of Google Office Suites
• Experience with compiling and analyzing data and reporting findings

SKILLS AND KNOWLEDGE:

• Knowledge of cultures, and various communication and learning styles, available community resources to which students and families may be referred
• Demonstrated skills in communication, assessment, evaluation, plan implementation and record maintenance
• Ability to relate to and work successfully with at-risk students, parents, school staff, and community
• Ability to work independently and as a collaborative team member

ESSENTIAL JOB DUTIES AND RESPONSIBILITIES:
The following statements of duties and responsibilities are intended to describe the general nature and level or work being performed by individuals assigned to this position. These statements are not intended to be an exhaustive list of all duties and responsibilities required of all personnel within this position. This organization believes that every individual makes a significant contribution to our success. That contribution should not be limited to assigned responsibilities. Therefore, this position description is designed to define primary duties, qualifications and job scope but should not limit the incumbent nor the organization to the work identified. It is our expectation that every employee will offer his/her services wherever and whenever necessary to ensure the success of the District's/department's goals. Actual duties, responsibilities, frequency, and percentages may vary depending upon building assignments and other factors.

• Assist school administrators and counselors to progress monitor student academic process and/or credit completion on pathway to graduation and identify needed academic or other intervention needs
• Work with administration teams to build and create proactive systems to successfully engage students and build intervention systems that assure on time completion of middle school programming/transition to high school/ high school graduation for all students
• Conduct outreach activities designed to increase parental awareness and to assist students in seeing the importance and relevance of their education such as parent orientations, home visits, and coordination with the business community in arranging mentorships and apprenticeships
• Immerse into the school culture through active engagement with students and staff in a variety of settings including attending school-wide professional development where appropriate
• Participate in student focused problem-solving meetings to identify interventions and support coordination
• Provide outreach and follow-up support to students and families through a variety of communication means to include in-person, telephonic, electronic, and home visits
• Act as mentor to specified at-risk students by connecting with students and establishing a rapport that allows for open communication
• Maintain and facilitate coordinated communication between the building principal, teachers and other resource staff on engagement/intervention methods and results
• Collaborate with school counselors and advisors in assisting identified students in the development of individual career and academic plans (ICAP). Identify coursework to include the best program to support their college and career readiness goals
• Connect with school counselors each spring to identify and support the transition of incoming and outgoing students in need of support
• Create and maintain confidential program records and organizational systems. Track student risk factors associated with early warning signs of student disengagement to include attendance and truancy data, discipline data, and academic achievement data
• Compile data for tracking and evaluation purposes
• Identify and monitor students who have dropped out or disengaged and encourage them to re-engage in school and their school community
• Collaborate with feeder elementary/middle school(s) to utilize the components of a profile of characteristics of potential dropouts to identify middle school students with the high probability of not graduating
• Monitor progress of students scoring significantly below proficiency levels; Conduct an analysis that focuses on data for individual students and subgroups such as:
  • State Standardized Tests
  • National Standardized Tests: PSAT, CMAS, NWEA, IXL, SAT and ACT
• Conduct quarterly vertical team meetings among elementary, middle, and high school faculty and staff to develop action steps to improve individual student and subgroup transition success rate
• Participate in the Functional Behavior Assessment process as part of gathering a body of evidence to support individual students
• Work with a team including building leadership and teachers to develop a strong transition from elementary to middle school as well as middle school to high school including welcoming new students throughout the school year
• Develop and build student rapport to focus on student self-advocacy and empowerment of personal and educational goals
• Support the school by seeking out extended learning opportunities for students
• Coordinate student participation in after school tutoring
• Participate in WEB and LINK training and programming to gain skills to support student transition and build school culture

NON-ESSENTIAL DUTIES:

• Perform any and all other duties as assigned by the Executive Director of Secondary Education and CTE

The physical demands, work environment factors, and mental functions described below 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.
PHYSICAL DEMANDS:
While performing the duties of this job, the employee is required to stand; walk; sit; use hands and fingers to handle, or feel. The work requires the use of telephone and using fingers to operate computer or typewriter keyboards. The employee is continually hearing and speaking to exchange information. The employee is required to reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl.

In a 9-hour workday, this job requires:
R - Rarely (Less than .5 hr per day) O - Occasionally (.5 - 2.5 hrs per day)
F - Frequently (2.5 - 6 hrs per day) C - Continually (6 - 9 hrs per day)
NA - Not Applicable
Physical Requirements Sitting Frequently Stationary Standing Occasionally Walking (level surface) Frequently Walking (uneven surface) Rarely Crawling Not Applicable Crouching (bend at knees) Occasionally Stooping (bend at waist) Occasionally Twisting (knees/waist/neck) Occasionally Turn/Pivot Occasionally Climbing (stairs) Rarely Climbing (ladder) Not Applicable Reaching overhead Occasionally Reaching extension Occasionally Repetitive use arms Frequently Repetitive use wrists Frequently Repetitive use hands grasping Occasionally Repetitive use hands squeezing Occasionally Fine manipulation Occasionally Using foot control Not Applicable *Pushing/Pulling
Maximum weight: 50 lbs. Occasionally Lifting/Carrying
Maximum weight: 50 lbs. Occasionally
WORKING CONDITIONS:
Employee will work primarily in a school/office environment with both natural and fluorescent lighting; fast-paced work; constant interruptions; at times works in classrooms and hallways surrounded by students and staff of various ages and abilities; Daily work schedules will vary depending on student and school needs.

Instructions for Applying:
All applicants interested in and qualified for the posted position must submit an online application. Applications that are incomplete and/or not submitted will not be forwarded to the hiring administrator for review. The following will need to be uploaded with the application: current cover letter for the posted position; current resume; copy of transcripts conferring required degree; three current letters of reference (one of which must be from your current supervisor). and any other materials requested on the application.

Please note: If hired, a new hire packet will be emailed and must be completed prior to processing. Fingerprints will be required for all employees of Pueblo School District 60 prior to your processing date.
Pueblo School District No. 60 does not discriminate on the basis of race, creed, color, sex, sexual orientation, gender identity/expression, marital status, national origin, religion, ancestry, age, disability, need for special education services, genetic information, pregnancy or childbirth status, or other status protected by law in admission, access to, treatment or employment in its educational programs or activities. Additionally, a lack of English language skills is not a barrier to admission or participation in activities. The following individual has been designated to handle inquiries regarding the non-discrimination policies: Executive Director of Student Support Services, Andrew Burns, andrew.burns@pueblod60.org , Title IX Coordinator/ Compliance Officer for complaints. This individual can be located at 315 West 11th Street, Pueblo, Colorado 81003, (719) 549-7100. Inquiries about Title IX can be directed to Pueblo School District No. 60's Title IX Coordinator /Compliance Officer named herein; the Assistant Secretary for Civil Rights of the Department of Education at (800) 421-3481, OCR@ed.gov ; or both. Complaint procedures have been established for students, parents, employees, and members of the public. (Policy AC, AC-R -1, AC-R-2, AC-E-1, AC-E-2, AC-E-3 ).

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