LYNWOOD USD
Established Date: Jun 21, 2023
Revision Date: Jun 27, 2023

BASIC FUNCTION:

The job of the Certified Student Support Analyst is to provide direct student support to make schools the centers of wellness in their communities. The Certified Student Support Analyst applies a systemic, student-led, equity and community-focused partnership while providing a developmentally appropriate approach to instruction, mental wellness, and student behavior, as well as shared leadership with youth and families. The Certified Student Support Analyst will play a key role in building and maintaining Multi-tiered Systems of Support (MTSS) that use a whole child design focus.  This job reports to the Director of Student Services.   

REPRESENTATIVE DUTIES:

• Participate in the development and implementation of programs, interventions, policies, and practices relative to the management of students' behaviors, including needs assessment and evaluation components. 
• Participate in site and district-wide implementation of an equitable and integrated system of student support (ex. School climate, Community Schools, attendance improvement, drop-out prevention/recovery, PBIS, Restorative Practices, MTSS, and Professional Learning Communities). 
• Conducts structured periodic service reviews for the purpose of monitoring the effectiveness of treatment programs and their implementation; and modifying them as needed.
• Is an active member of the California Community Schools Partnership Program (CCSPP), SST, 504, PBIS, and school site and district-level support teams. 
• Consults with school staff(s) and parents/guardians on matters related to behavior to provide requested information, gather information, develop plans for services, and make recommendations.
• Participate and use various data resources to assess school social problems and situations interfering with students’ access to an optimal education experience. 
• Provides professional development for staff, parents, or community groups serving and supporting culturally and racially diverse populations.
• Develops and/or monitors District procedures to assure compliance with governmental regulations, codes, restrictions, and reporting requirements concerning behavioral interventions and emergencies for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.
• Maintains a variety of confidential and non-confidential manual and electronic files and records; maintains highly organized, consistent, thorough, and systematic recordkeeping practices for the purpose of providing required information and/or documentation.
• Participates in professional growth activities such as conferences, classes, team meetings, and program visitations for the purpose of conveying and/or gathering information required to perform functions and remaining knowledgeable with program guidelines.
• Provides training and supervision to instructional aides through observations, meetings, performance coaching, and other methods, for the purpose of developing skills and enhancing employees’ performance.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

 

INITIAL/MINIMUM QUALIFICATIONS:

Education:

• A Master's degree in a job-related field.
• Certification by the Behavior Analyst Certification Board OR significant current progress toward meeting certification requirements with a completion date of no later than six (6) months from the hiring date.

 
Experience:

• At least two (2) years of professional experience performing similar functions and duties, preferably in a school setting. Experience in implementing tiered interventions in a diverse setting is preferred. 
• Any other combination of education, training, and experience, which demonstrates that the applicant is likely to possess the required skills, knowledge, or abilities, may be considered.

 
Licenses and Other Requirements: 

• Behavior Analyst Certification 

KNOWLEDGE, SKILLS, ABILITIES AND WORKING CONDITIONS:

SKILLS are required to perform
 
KNOWLEDGE is required to perform
 

• California Community Schools Partnership Programs (CCSPP) Goals and Objectives
• Culturally responsive youth development and family engagement practices 
• Transformative Social Emotional Learning strategies
• Multi-tiered System of Support best practices 
• Restorative practices to address student behavior 
• Professional Learning Community and Continuous Improvement 
• California Education Code 
• Customer service techniques and excellent interpersonal skills and techniques 
• Oral and written communication skills 
• Correct English usage, grammar, spelling, punctuation, and vocabulary in either written or oral communication, as applicable 

 
 
ABILITY is required to
 

• Communicate effectively both orally and in writing 
• Utilize interpersonal skills of courtesy, tact, diplomacy, patience, and professionalism

• Establish and maintain cooperative and effective working relationships with others including the application of good customer service principles 

• Maintain confidentiality of sensitive and privileged information 
• Analyze situations accurately and adopt an effective course of action 
• Think clearly and logically, use good judgment, and make appropriate decisions 
• Read, interpret, apply, and explain laws, codes, rules, regulations, policies, and procedures 
• Meet schedules and timelines 
• Work independently with little direction 
• Plan and organize work 
• Maintain a variety of records related to assigned activities 

OTHER REQUIREMENTS:

Physical Abilities include the usual and customary methods of performing the job’s functions and require the following physical demands: occasional lifting, carrying, pushing and/or pulling; some climbing and balancing, some stooping, kneeling, crouching; reaching, handling, touching and/or feeling; manual dexterity to operate a telephone and enter data into a computer. 
Ability to sit at a desk, conference table, or in meetings of various configurations for extended periods of time; see and read, with or without visual aids, laws and codes, rules, policies and other printed matter, computer screens and printouts; hear and understand speech at normal room levels and hear and understand speech on the telephone; speak in audible tones so that others may understand clearly in normal conversations.
 
Work Environment
The usual and customary methods of performing:
? The work environment characteristics described 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. 
? Home visits and community outreach.
? The noise level in the work environment may be high at times (school setting). 
? Employees in this position will be required to work indoors in a standard office environment and come in direct contact with district staff and the public