Job Description

The Hourly Student Support Disproportionality Specialist supports the implementation of academic and behavioral interventions within identified school clusters to address the district's significant disproportionality findings related to the overidentification of students with specific disabilities and disciplinary outcomes. As part of the Comprehensive Coordinated Early Intervening Services (CCEIS) plan, the position provides targeted academic and behavioral supports for students who require additional assistance to succeed in the general education setting and supports interventions for students with disabilities that directly address the district's significant disproportionality findings.

The incumbent provides coaching, guidance, and instructional and behavioral strategies to teachers and school staff to improve student achievement and strengthen school-based intervention practices. The position also mentors students through Check & Connect and similar intervention programs to improve attendance, behavior, course completion, and academic success while supporting schools in implementing alternatives to suspension and progressive discipline practices.

MINIMUM REQUIREMENTS

• EDUCATION
  • Master's degree in education, psychology, curriculum and instruction, or related field is required
• CERTIFICATION:
  • Valid certification from Georgia Professional Standards Commission at level T5 or higher in language arts, mathematics, special education, or a valid Support certification
  • Educational leadership certification preferred
  • Valid driver's license and availability of personal transportation to travel to multiple school sites as needed
• WORK EXPERIENCE:
  • 5 years of experience supporting students performing below grade level to meet or exceed grade-level expectations
  • Experience working with students with disabilities and at-risk student populations
  • Experience implementing Multi-Tiered Systems of Support (MTSS), providing specialized instruction, and coaching educators to improve student outcomes in a K�12 environment
  • Teacher leadership experience preferred
  • Experience in K�12 education or the public sector preferred

KNOWLEDGE, SKILLS, & ABILITIES

• Knowledge of standards-based curricula, research-based intervention strategies (behavior and academic), and evidence-based intervention resources (behavior and academic) that yield high efficacy outcomes
• Knowledge of specially designed instruction best practices for students with disabilities
• Knowledge of the Georgia Department of Education (GADOE) MTSS framework as it relates to the provision of tiered academic and behavioral supports for at-risk students
• Knowledge of effective methods for adult learning and coaching
• Demonstration of excellent written and oral communication skills
• Ability to work collaboratively with multidisciplinary teams
• Demonstrated ability to work well with students, staff, and parents in a professional manner
• Ability to problem solve and apply critical thinking skills in rendering solutions to various issues
• Ability to navigate system software programs such as Infinite Campus, Microsoft Office, and Google Suite
• Ability to be flexible and adapt as needed

ESSENTIAL DUTIES

• Assists in providing support to leaders and teachers in the implementation of interventions
• Acts as a thought partner to administrators for school-wide planning for addressing the implementation of academic and behavior interventions
• Provides individual and small group interventions to meet the needs of identified caseload students receiving Tier 2 and/or Tier 3 interventions
• Provides support, guidance, and behavior strategies to schools to aid in alternatives to suspension and progressive discipline practices
• Provides coaching support to teachers and students for interventions and provide timely feedback to aid schools in improving intervention delivery
• Serves as a Check and Connect Mentor for caseload students using the Check and Connect Model to address students with deficits in attendance, behavior, and course completion (academics).
• Assists in providing consultative support and technical assistance in the planning, development, and implementation of intervention and remediation in the areas of academics, behavior, and student well-being across the continuum of an MTSS framework
• Assists teachers and school leaders in analyzing formative data elements (screening, diagnostic, and progress monitoring) to ensure the effectiveness of the implementation of interventions.

• Assists in facilitating targeted professional learning, coaching, and training around the intervention curriculum for school-based teams to increase school-based capacity and increase student support outcomes

• Adhere to all procedures as outlined in the district's plan to address disproportionality

• Collect and submit data from assigned schools, as requested

• Required to have prompt, regular attendance in person and be available to work on-site during regular business hours and as needed
• Performs other duties as assigned by the appropriate administrator or their representative

PHYSICAL ABILITIES AND WORKING CONDITIONS

The physical abilities, working conditions and other conditions of employment listed in this document are representative of, but are not intended to provide an exhaustive list of the requirements for positions in this classification. In the event of an emergency or situation requiring guidance from Federal, State, or local or school district authorities, the requirements of this position may change temporarily or for the school year to best serve the needs of our students.

Vision: Ability to read small print and view a computer screen for prolonged periods.

Hearing: Ability to tolerate exposure to noisy conditions

Speech: Ability to be understood in face-to-face communications, to speak with a level of proficiency and volume to be understood over a telephone or computer.

Upper Body Mobility: Ability to use hands to grasp and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.

Strength: Ability to lift, push, pull and/or carry objects which weigh as much as 15 or more pounds on a frequent basis.

Environmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work independently; work indoors.

Mental Requirements: Ability to read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Understand how to manage stress

Additional Work Conditions & Physical Abilities: Will require travel to multiple sites.

The Atlanta Public School System does not discriminate on the basis of race, color, religion, sex, citizenship, ethnic or national origin, age, disability, medical status, military status, veteran status, marital status, sexual orientation, gender identity or expression, genetic information, ancestry, or any legally protected status in any of its employment practices, educational programs, services or activities. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties.

This job description is intended to accurately reflect the duties, responsibilities and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. Management and administration reserves the right to modify, add, or remove duties and assign other duties as necessary.

COMPENSATION:
Salary Grade: HOURLY
Salary Range: $41.58 per hour
Work Year: 29 hours per week