Student Engagement and School Attendance Specialist

DISTINGUISHING FEATURES OF THE CLASS This position exists in the Schenectady City School District and involves the responsibility of reducing student chronic absenteeism & increasing student engagement, in order to improve student academic success. The Student Engagement & School Attendance Specialist uses an anti-racist and trauma informed lens to identify and eliminate barriers to student engagement & school attendance. The position helps ensure that district-wide processes and procedures are integrated and implemented consistently in the areas of school attendance and helps district staff understand the correlation between attendance and behavior/academic success. Direct supervision is received from the Assistant District of Student Engagement & School Attendance with wide leeway given for carrying out the details of the work. The incumbent does related work as required. TYPICAL WORK ACTIVITIES Supports a district-wide approach to promote the importance of regular student attendance. Attendance school meetings to identify follow up and planning required in the area of school attendance. Conducts home visits to follow up on chronically absent students and gain parental support in students’ educational, behavioral and social development. Identify and implement appropriate family intervention strategies to enhance student attendance in school. Work with school staff to identify chronically absent students and students on the verge of being chronically absent to implement strategies to increase student attendance. Evaluate the effectiveness of strategies implemented to reduce chronic absenteeism rates. Identify and assist in eliminating obstacles to regular school attendance. Maintains knowledge of current laws, regulations, school board policies and procedures, as well as emerging trends and current research in school engagement & attendance. Ensure that students experiencing barriers to attending school are identified as early as possible to provide appropriate support services and interventions. Works with school staff, students, parents, community agencies, to implement Multi-Tiered Systems of Support (MTSS) to improve student attendance and engagement. Run school/student attendance reports regularly. Monitor and analyze data to create action plans aimed at continuous improvement. Inform and assist families with services, resources and activities that are ongoing within the district and community. Other duties as assigned by the Superintendent and/or Assistant Superintendent of Student Support Services. FULL PERFORMANCE KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS Good knowledge of school district programs; Good knowledge of methods and procedures used in record maintenance; Good organizational skills; Excellent interpersonal skills; Ability to communicate effectively both orally and in writing; Ability to enlist the cooperation of others to meet a defined goal; Ability to understand and carry out complex oral and written instructions; Ability to work with youth in an urban setting; Ability to develop quality relationships with parents, students, administration and the school board; Ability to assist the schools in effective communication with parents; Ability to organize meetings; Ability to organize members of the community to develop grassroots concerns and communicate them effectively; Ability to advocate for parents; Ability to seek information to assist families; Compassion and respect for others; Cultural sensitivity to various populations within the school district; Tact, courtesy and resourcefulness in dealing with people; Ability to work evenings and attend evening meetings.

• A) Graduation from a regionally accredited or New York State College or university with a bachelor's degree and two (2) years of experience in a school environment and/or community-based organization with a focus on youth and families OR;
• B) Graduation from a regionally accredited or New York State College with an associate's degree and four (4) years of experience as defined by the limits of (A) above; OR
• C) Graduation from high school or possession of a high school equivalency diploma and six (6) years of experience as defined by the limits of (A) above; OR
• D) An equivalent combination of training and experience as defined by the limits of (A), (B) and (C) above.