POSITION TITLE: Equitable Outcome Support
DEPARTMENT: Schools
REPORTS TO: Principal
FLSA STATUS: Exempt - Full Time
DATE REVIEWED: 12/2024
SALARY: Teacher Salary Schedule (210 days)
TERMS OF EMPLOYMENT: Employment shall be at the will of the Board of Education. The annual period of service shall be 210 days (paid on the Teacher Salary Schedule).
PRIMARY FUNCTION: Support the development and implementation of evidence-based strategies aimed at closing achievement gaps with a focus on marginalized student groups. This position will advocate for practices that ensure all students have access to high-quality instruction and opportunities for success by monitoring the progress of subgroups promoting equitable practices and supporting the implementation of PBIS (Positive Behavioral Interventions and Supports). Additionally the role includes providing professional development coaching and modeling of effective classroom management and behavior intervention strategies to foster student success.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
Co-facilitate professional learning with school-based leadership to advance asset based-approaches as alternatives to deficit-oriented methods that position the language culture and identities of students as barriers to learning
Assist in monitoring and advocating for subgroup populations at risk of being disproportionately fast-tracked into special education referrals.
Provide coaching in the use of culturally responsive classroom management and behavior support strategies to promote equity and diminish implicit bias in disciplinary practices
Facilitate crucial conversations with school-based staff to ensure that all instructional and behavioral strategies are inclusive and responsive to the needs of diverse student populations
Develop and implement systems and procedures to address the needs of diverse students parents and families
Attends various trainings to continuously update professional knowledge
Multi-Tiered System of Supports:
Collaborate with school-based lead to ensure seamless implementation of MTSS
Conduct observations to assess the effectiveness of Tier I supports to determine if further intervention is required
Work with the school-based lead to guarantee adjustments of tiered interventions as appropriately identified through data analysis
Observe and provide coaching in the implementation of behavior interventions
Collect and analyze progress monitoring data to determine the efficacy of behavior interventions
Support implementation of school-wide PBIS (Positive Behavioral Interventions and Supports)
Schedule and facilitate all SST meetings for any student with a Tier 3 intervention plan
Respond to direct parent referrals
Attend monthly meetings and trainings provided by the district
Data Supports:
Collect organize and analyze a wide range of student data to track disparate outcomes to support the development of appropriate preventions and interventions
Participate in district data meetings to identify trends and patterns
SUPERVISORY RESPONSIBILITIES: This position requires the employee to obtain and meet objectives through a variety of direct and indirect relationships within the organization.
Knowledge Skills and Ability
Commitment to continuous improvement and an unwavering belief that all students can achieve at high levels
Working knowledge of evidence-based practices for supporting student learning and behavior (ex. PBIS restorative trauma-informed and culturally responsive practices and behavior management)
Ability to interface with educators and administrators to find creative solutions to challenging problems
Ability to work cross-functionally across multiple schools and teams while still achieving desired outcomes and adhering to timelines.
Demonstrated experience with and ability to work with people of diverse backgrounds
Skills to implement initiatives and drive change as it relates to behavior-based support
Demonstrated ability to successfully complete assignments with minimum direction or supervision.
Ability to produce professional visually appealing high-level communications presentations and interventions
Demonstrated organizational communication and interpersonal skills required to achieve the goals of the position.
QUALIFICATION REQUIREMENTS: To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
REQUIRED EDUCATION and/or EXPERIENCE:
Masters Degree from an accredited college or university
Five years of successful experience as a teacher intervention provider counselor social worker or school psychologist
Must have a valid in-field teaching certificate.
PREFERRED EDUCATION and/or EXPERIENCE:
EVALUATION: The performance of this job shall be evaluated annually in accordance with provisions of the boards policy on the evaluation of classified personnel.
WORK HOURS AND PHYSICAL DEMANDS: This position may require non-standard work hours (nights and limited occasional weekends) and the ability to lift and carry files and materials up to 25 pounds. The employee is required to move freely throughout numerous facilities and sit for prolonged periods of time. Adequate vision hearing and manual dexterity to interact with people in writing over the phone and in person are required. Applicants must be able to perform the essential functions of the job with or without reasonable accommodations. 
Equitable Outcomes Support
