Newcomer and Attendance Support Specialist

Description

• Support the implementation of regional strategies to reduce chronic absenteeism grounded in Multi-Tiered Systems of Support (MTSS) restorative practices and PBIS thereby fostering a more consistent learning environment that supports academic growth through targeted MTSS supports.
• Collaborate with school teams to connect students to and in some cases provide targeted academic supportsboth during and outside the school dayas part of a holistic approach to improving engagement and achievement.
• Partner with schools to establish newcomer-specific support groups and multilingual family groups to support academic social-emotional and cultural transitions.
• Support site-based implementation of tools and interventions that address chronic absenteeism among newcomer MLL and other students struggling with regular attendance.
• Track implementation of attendance supports across sites; assess impact and adjust strategies as needed.

• Collaborate with schools and regional leaders to plan and co-lead family workshops resource navigation events and newcomer-specific outreach.
• Ensure newcomer and MLL family representation in English Learner Advisory Committees (ELAC/DELAC) and other decision-making spaces.
• Provide families with culturally affirming resources and support navigating housing food access healthcare and transportation.
• Serve as a liaison between school sites families and community-based social services and mental health providers.

• Facilitate differentiated professional development for school staff regional teammates and community partners aligned with Aspires attendance and equity goals.
• Participate in stakeholder check-ins and cross-functional planning efforts to ensure regional alignment and responsiveness.

• Monitor school-level data on language proficiency attendance and chronic absenteeism to inform programming.
• Prepare regular reports for internal stakeholders and use data to continuously improve program design.

• Belonging & Access: All sites implement newcomer-specific supports and multilingual engagement structures that build connection and reduce isolation for students most at risk of chronic absenteeism.
• Family Engagement: Families of newcomer MLL and chronically absent students actively participate in engagement opportunities and report increased trust and access to school-based resources.
• Attendance: Year-over-year decreases in chronic absenteeism across student groups with targeted impact for newcomer and MLL scholars.
• System Alignment: Regional toolkit and protocols codified and applied consistently across all sites.
• Goals: Will work with students and families to create and support individualized growth goals for students.

• Demonstrated commitment to educational equity antiracism and inclusive practices.
• Experience working with youth particularly multilingual learners and/or newcomer students.
• Proven ability to use data for continuous improvement and program adaptation.
• Excellent communication and collaboration skills with diverse stakeholders.
• Strong project and time management abilities in fast-paced evolving environments.
• Experience designing and delivering adult learning and PD.
• Bilingual (Spanish or other high-incidence language) strongly preferred.
• Familiarity with MTSS PBIS restorative practices and community-based case management.

• Associates degree or successful completion of 48 units of college credit or passing of Paraprofessional Test
• Bachelors degree in Education Teaching or related field preferred

• 1 year working with students as a teacher teacher intern or teaching assistant preferred
• Experience working as an educator or on site at a TK-12 school environment for 3 or more years
• Familiarity with LCAP and ELPAC
• Experience working in dynamic high-performing work environment

• Stand walk or bend over kneel crouch reach overhead grasp push and pull. Move lift and/or carry up to 30 pounds to shoulder height
• Sitting walking or standing for extended periods of time
• Dexterity of hands and fingers to operate a computer keyboard operate standard office equipment and use a telephone
• See and read a computer screen and printed matter with or without vision aids
• Read and understand rules and policies labels and instructions
• Hear and understand speech at normal levels and on the telephone
• Verbal communications including the ability to speak and hear at normal room levels and on the telephone

• Clear the Department of Justice background screening
• Authorized to work in the United States
• Provide health (TB) clearance (must be renewed every four years)