Job Description

Below is specific information for you to consider about this position.

Job Title: Student Support Specialist - (2026-2027) Check and Connect (2 positions) and Requisition ID number: 104827

Close Date: 11:59 PM on

Organizational Unit: Check and Connect (10001029)

Site: Davis Center (0001)

FTE 75.00 FTE , 41 weeks; this is based on full-time equivalency with 1.0 being full time

Union: AFSCME(29)

Functional Area: Administrative

Salary Range: $33.02 - $44.58

Benefits: Dental insurance | Health insurance | Vision insurance | Paid time off | HSA & FSA | Retirement plan

Resume and Cover Letter are mandatory to apply for any position.

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Student Support Specialist (SSS)

Under general supervision, administers a variety of student support programs to provide special services and assist students with health, behavioral, lifestyle, and community interaction issues.

ESSENTIAL FUNCTIONS --

Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

• Actively Participate in IEP and team meetings where implementation of IEP goal and objectives are discussed, behavior interventions plans and tiered interventions are designed; and skills instruction is planned.
• Work with individual teachers, groups of teachers and/or the entire staff on topics such as: crisis support & intervention, collaborative Instruction, and evidence based interventions and other factors that will positively impact the development and implementation of interventions.
• Experience with Functional Behavioral Assessments and crafting individualized Behavior Intervention Plans that focus on building pro-social skills and increase student engagement.
• Demonstrate ability to implement and evaluate strategies for improving student engagement
• Develop and/or conduct in-service programs to inform teachers and support staff of the goals, objectives and interventions specific to students and strategies to achieving them in school
• Collaborate with the staff concerning any student educational needs, as
• Provide others with instructional ideas and/or behavioral strategies that are appropriate for students within the school
• Create individualized systems of process monitoring student outcomes
• Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.
• Model good assessment processes that assist students in assessing their own work and behavior.
• Implement recognition systems school wide to acknowledge student accomplishments and positive behaviors.
• Promotes and supports student achievement by providing social supports, student/family supports and wellness supports to meet the social, emotional and health needs of students.
• Assists students in learning processes; reinforces positive behavior, provides individual instruction, encourages socialization and good communications.
• Monitors and supervises student activities; promotes respect, supports diversity, pre-teaches and reinforces social norms and re-teaching.
• Assists students to achieve learning objectives with individual assistance and small group sessions.
• Uses Active Supervision to monitor students while recording data for academic and behavioral Interventions; keeps records of student progress and activities; assures all required written reports are completed and submitted on a daily basis.
• Mediates conflicts using restorative practices to create positive outcomes and build new skills in students
• Works with all teachers to implement interventions to prevent and diminish behaviors of concern.
• Communicates with parents, students and staff to convey pertinent information while maintaining confidentiality of personal information.
• Demonstrates courteous and cooperative behavior when interacting with students, parents, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
• Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.
• Maintains absolute confidentiality of work-related issues, records and MPS information.
• Other duties or tasks may be assigned on an as-needed basis
• At times may be required to work outside normal business hours and work extended hours to accomplish requirements of the position.

MINIMUM QUALIFICATIONS

• Education, Training and Experience Guidelines

  Bachelor’s Degree in Education or related field; AND two (2) years of experience working with public education support programs; OR an equivalent combination of education, training and experience as determined by Human Resources.

​​​​​​​ Knowledge of:

• Knowledge of techniques needed to successfully support special education students IEP’s and Behavior Intervention Plans (BIP).
• Knowledge in the use of technology to support instruction
• Applicable policies, procedures and regulations covering specific areas of assignment.
• Rules and regulations of the Minnesota Department of Health Services, and Department of Health and Family Support.
• Principles of child psychology, engagement and behavior management techniques.
• Classroom policies, procedures and processes.
• Evidence Based practices for working with students with special needs.
• Specialized MPS and state agency software applications and procedures.
• Local community resources and regional community services programs.
• Principles of record keeping and records management.
• Personal computers utilizing standard and specialized software.
• Safety rules and regulations.

Skill in:

• Using effective data-based decision making & problem-solving to support inclusion with teams
• Ability to use evidence-based classroom management strategies and techniques
• facilitating targeted social skills instruction to improve student behavior and learning skills.
• re-teach and reinforce intervention instruction with children who receive special education services
• Collecting individualized data for progress monitoring.
• Maintaining composure, and working effectively under stressful conditions.
• Administering educational and school support programs.
• Communicating effectively with children.
• Collaborating as a team member, with colleagues, staff and community representatives.
• Following verbal and written instructions.
• Establishing and maintaining cooperative working relationships with co-workers, clients and community agencies.
• Effective verbal and written communication.

LICENSE AND CERTIFICATION REQUIREMENTS

A valid Minnesota State Driver’s License may be required. Specific technical training and certification is required for some incumbents in this job class.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT

Work is performed in a classroom and a general office environment, with moderate physical requirements; requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. Jobs in this category may require walking or standing to a significant degree, long periods of working with computers, and working with children.

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Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On | Check and Connect (10001029) | Davis Center (0001) | Administrative