Student Support Specialist

Student Support Specialist - Elementary

Reports To: Building Principal

Salary: $65,000

Terms: Full time, non-union 10-month position with fringe benefits

Primary Purpose: The Student Support Specialist supports the academic, behavioral, attendance, and social-emotional success of students identified as at-risk under Michigan Section 31a requirements. The Specialist collaborates with students, families, teachers, administrators, and community partners to remove barriers to learning, improve student engagement, and increase student success through evidence-based interventions and support systems.

Performance Responsibilities:

• Student Support and Intervention: Identify and provide support to students exhibiting academic, behavioral, attendance, social-emotional, or engagement concerns. Develop, implement, monitor, and evaluate intervention plans for at-risk students. Conduct student problem-solving meetings and assist in developing individualized supports. Facilitate restorative conversations, conflict resolution, and behavior intervention strategies. Monitor student progress and adjust interventions based on data and student needs. Provide mentoring, coaching, and skill-building opportunities for students. Coordinate and facilitate attendance improvement initiatives and interventions.
• MTSS, PBIS, and Behavioral Support: Support implementation and continuous improvement of MTSS and PBIS frameworks. Collaborate with staff to establish positive learning environments and proactive behavioral supports. Assist teachers in implementing evidence-based classroom management and intervention practices. Provide training and coaching to staff regarding behavior supports, trauma-informed practices, de-escalation techniques, and student engagement strategies. Support fidelity of intervention implementation across tiers of support.
• Family and Community Engagement: Build positive partnerships with families to support student success. Facilitate communication among students, families, school staff, and community agencies. Connect students and families with available school and community resources, including mental health, health, nutritional, and social services. Participate in home visits, family conferences, and outreach efforts when appropriate.
• Data Collection and Program Evaluation: Collect, maintain, analyze, and report behavioral, attendance, and intervention data. Utilize student outcome data to inform intervention decisions and evaluate effectiveness. Maintain documentation required for Section 31a compliance and reporting. Assist administration in evaluating the effectiveness of student support programs and services.
• Collaboration and Leadership: Serve as an active member of school improvement, MTSS, PBIS, and student support teams. Collaborate with teachers, counselors, social workers, special education staff, and community partners to coordinate services. Support district initiatives related to student engagement, school climate, and academic achievement. Perform other duties as assigned that support the objectives of Section 31a programming and district goals.

Essential Competencies: The successful candidate demonstrates the ability to build meaningful, supportive relationships with students and families. Foster student engagement, resilience, and positive behavioral outcomes. Implement evidence-based interventions and supports for at-risk students. Utilize data to identify student needs, monitor progress, and inform decision-making. Collaborate effectively with educators, families, and community agencies. Support implementation of MTSS, PBIS, restorative practices, and trauma-informed approaches. Communicate effectively through written and verbal communication. Maintain confidentiality and professionalism in all interactions. Manage multiple priorities and deadlines while maintaining attention to detail. Demonstrate cultural responsiveness and equity-focused practices. Serve as a positive role model for students and staff.

Professional Qualifications: Bachelor's Degree in Education, School Counseling, Social Work, Psychology, Special Education, Educational Leadership, or a related field. Minimum of three years of successful experience working with students in a school or youth-serving setting. Demonstrated knowledge of MTSS, PBIS, behavior intervention practices, and student support systems. Strong written, verbal, organizational, and interpersonal communication skills. Proficiency with educational technology, data management systems, Google Workspace, Microsoft Office, and student information systems. Preferred experience implementing MTSS and PBIS frameworks. Experience working with at-risk students and families. Training in restorative practices, trauma-informed practices, behavior intervention, or student engagement strategies. Knowledge of MiMTSS and Michigan school improvement processes.

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 job functions: The employee must occasionally lift and move up to 25 pounds in supplies, which requires bending, stooping and lifting. The employee must be able to use a variety of instructional materials in the classroom. The employee must use hands and arms to manipulate objects. The employee must use keyboards, tools and other controls. The employee must sit and stand for long periods of time. The employee must have normal visional and hearing with or without aid. The employee must be able to move about assigned location unaided during the day.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job: The noise level in the work environment will vary and can range from soft to loud. Often the noise level in the work environment will be moderate to loud. The employee is required to interact with students, staff, parents/guardians and occasionally with the public. At times, the employee may be directly responsible for the safety and well-being of students.

Non-Discrimination Statement: The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity) disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "protected Classes"), in its programs and activities, including employment opportunities.