Cedar Rapids Community School District
Engagement Specialist
Cedar Rapids Community School District, Cedar Rapids, Iowa, United States, 52404
Job Summary
The Learning Engagement Specialist is responsible for providing behavioral, academic, and administrative support to students in order to increase engagement with learning and achievement. The role monitors student attendance, implements support plans, connects youth and families to social service providers, facilitates collaborative planning, and ensures coordinated services that match assessed needs. The Specialist also monitors, redirects, and modifies student progress regarding inappropriate behaviors and performance, administering intensive Tier 2 behavior intervention programs to identified students.
Organizational & Reporting Relationships The Engagement Specialist reports directly to the Building Principal with support from the Executive Director of Student Services and maintains working relationships with building staff, ELSC staff, and community agencies.
Essential Job Functions
Work collaboratively with others to implement programs associated with supporting students with behavior, attendance, and achievement of academic goals.
Support assigned school staff in using strategies that meet students’ needs in behavior, attendance, and achievement.
Administer one‑to‑one or small group interventions with students; actively participate in building MTSS meetings.
Model and facilitate students in solving their own problems.
Coordinate the school’s efforts to improve student attendance by evaluating needs and identifying strategies and programs.
Serve as a Safety Care Team member and meet initial and annual Safety Care Certification standards.
While serving as a building safety team member, perform safety team duties.
Create a positive, supportive, and enriched physical and social environment.
Teach functional alternative (de‑escalation) to challenging behavior.
Prevent behavioral crises whenever possible.
Manage behavioral crises safely.
Minimize the intensity and duration of behavioral crises.
Decrease the future likelihood of behavioral crises.
If designated by a CRCSD district administrator as the SC trainer, complete initial and annual Safety Care Certification standards as documented by a QBS master trainer.
When conducting Safety Care building team training, follow QBS Safety Care training parameters and approve or disapprove trainees’ certification.
Collaborate with the district Homelessness/Foster Care Liaison to ensure homeless children and those in foster care enroll in school and succeed academically.
Provide active communication and positive relationships with parents, students, staff, and community partners; conduct home visits as needed.
Conferring with teachers as needed concerning programs and materials to meet student needs.
Participate as an active member of the school staff and regularly attend team meetings, especially PBIS teams, for communication and service coordination.
Assist with de‑escalating student behaviors and reintegration back into the classroom.
Provide supervision of students (e.g., lunch duty, recess) as directed by the building administrator.
Maintain a caseload consistent with program requirements, accurate records, and required reports such as attendance, ODR entry, and Tier 2 intervention data and plans.
Provide transportation for students and families as needed or directed by the principal.
Maintain satisfactory and harmonious working relationships with the public, students, and other employees.
Assist with other duties as may be assigned.
Other Duties This job description is not intended to be comprehensive; duties may change at any time with or without notice.
Job Requirements
Bachelor’s degree in Social Services or other related program of study preferred.
Experience with Check and Connect, Aggression Replacement Training, Restorative Practices, and Trauma‑informed practices preferred.
Experience working with students in a school setting preferred.
Minimum two years of successful work experience in social service programs that provide services to youth and families.
Ability to work collaboratively with representatives of social service agencies, schools, and advisory committees.
Valid Iowa Driver’s License.
A driving record satisfactory to the District and the District’s insurance carrier.
Knowledge, Skills and Abilities
Advocate for students in accessing needed resources.
Establish and maintain effective working relationships with students, staff, and the school community.
Speak clearly and concisely, both orally and in writing.
Commit to helping program youth and their families identify strengths.
Tolerate ambiguity.
Orientation to continuous problem solving and positive life outlook.
Recognize sensitive issues and maintain confidentiality.
Implement de‑escalation and behavior management techniques.
Assist families and youth in confronting and reducing dropout‑risk conditions.
Patience and understanding when communicating with persons served.
Network, solve problems, and multi‑task.
Know community resources.
Willingness to assume responsibility.
Regular attendance.
Represent the school professionally, respecting confidentiality, communication skills, and dress.
Perform duties with awareness of district requirements and Board of Education policies.
Language Skills Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc.; effectively write reports and communications to administrators, colleagues, parents, students, and staff; present information orally and respond to questions.
Mathematical Skills Perform basic mathematical functions; use spreadsheets and reporting documents to compute data.
Reasoning Ability Solving problems effectively; interpreting and implementing instructions furnished in written, oral, diagram, or schedule form.
Other Skills and Abilities Establish and maintain effective working relationships with administrators, colleagues, community members, staff, and students; clear oral and written communication; awareness of district requirements and Board of Education policies.
Physical Demands Frequent standing, walking, use of hands and fingers, typing, bending, twisting, occasional lifting up to 50 lb; requires close vision, color vision, and ability to adjust focus while working with computers and written materials.
Work Environment Quiet with occasional loud settings; requires professional working hours, may extend beyond typical 7:30 a.m. to 4:30 p.m.; indoor temperatures with occasional outdoor duties.
Equal Opportunity Employer The Cedar Rapids Community School district is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
Accommodations Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources at 319‑558‑2747.
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Organizational & Reporting Relationships The Engagement Specialist reports directly to the Building Principal with support from the Executive Director of Student Services and maintains working relationships with building staff, ELSC staff, and community agencies.
Essential Job Functions
Work collaboratively with others to implement programs associated with supporting students with behavior, attendance, and achievement of academic goals.
Support assigned school staff in using strategies that meet students’ needs in behavior, attendance, and achievement.
Administer one‑to‑one or small group interventions with students; actively participate in building MTSS meetings.
Model and facilitate students in solving their own problems.
Coordinate the school’s efforts to improve student attendance by evaluating needs and identifying strategies and programs.
Serve as a Safety Care Team member and meet initial and annual Safety Care Certification standards.
While serving as a building safety team member, perform safety team duties.
Create a positive, supportive, and enriched physical and social environment.
Teach functional alternative (de‑escalation) to challenging behavior.
Prevent behavioral crises whenever possible.
Manage behavioral crises safely.
Minimize the intensity and duration of behavioral crises.
Decrease the future likelihood of behavioral crises.
If designated by a CRCSD district administrator as the SC trainer, complete initial and annual Safety Care Certification standards as documented by a QBS master trainer.
When conducting Safety Care building team training, follow QBS Safety Care training parameters and approve or disapprove trainees’ certification.
Collaborate with the district Homelessness/Foster Care Liaison to ensure homeless children and those in foster care enroll in school and succeed academically.
Provide active communication and positive relationships with parents, students, staff, and community partners; conduct home visits as needed.
Conferring with teachers as needed concerning programs and materials to meet student needs.
Participate as an active member of the school staff and regularly attend team meetings, especially PBIS teams, for communication and service coordination.
Assist with de‑escalating student behaviors and reintegration back into the classroom.
Provide supervision of students (e.g., lunch duty, recess) as directed by the building administrator.
Maintain a caseload consistent with program requirements, accurate records, and required reports such as attendance, ODR entry, and Tier 2 intervention data and plans.
Provide transportation for students and families as needed or directed by the principal.
Maintain satisfactory and harmonious working relationships with the public, students, and other employees.
Assist with other duties as may be assigned.
Other Duties This job description is not intended to be comprehensive; duties may change at any time with or without notice.
Job Requirements
Bachelor’s degree in Social Services or other related program of study preferred.
Experience with Check and Connect, Aggression Replacement Training, Restorative Practices, and Trauma‑informed practices preferred.
Experience working with students in a school setting preferred.
Minimum two years of successful work experience in social service programs that provide services to youth and families.
Ability to work collaboratively with representatives of social service agencies, schools, and advisory committees.
Valid Iowa Driver’s License.
A driving record satisfactory to the District and the District’s insurance carrier.
Knowledge, Skills and Abilities
Advocate for students in accessing needed resources.
Establish and maintain effective working relationships with students, staff, and the school community.
Speak clearly and concisely, both orally and in writing.
Commit to helping program youth and their families identify strengths.
Tolerate ambiguity.
Orientation to continuous problem solving and positive life outlook.
Recognize sensitive issues and maintain confidentiality.
Implement de‑escalation and behavior management techniques.
Assist families and youth in confronting and reducing dropout‑risk conditions.
Patience and understanding when communicating with persons served.
Network, solve problems, and multi‑task.
Know community resources.
Willingness to assume responsibility.
Regular attendance.
Represent the school professionally, respecting confidentiality, communication skills, and dress.
Perform duties with awareness of district requirements and Board of Education policies.
Language Skills Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc.; effectively write reports and communications to administrators, colleagues, parents, students, and staff; present information orally and respond to questions.
Mathematical Skills Perform basic mathematical functions; use spreadsheets and reporting documents to compute data.
Reasoning Ability Solving problems effectively; interpreting and implementing instructions furnished in written, oral, diagram, or schedule form.
Other Skills and Abilities Establish and maintain effective working relationships with administrators, colleagues, community members, staff, and students; clear oral and written communication; awareness of district requirements and Board of Education policies.
Physical Demands Frequent standing, walking, use of hands and fingers, typing, bending, twisting, occasional lifting up to 50 lb; requires close vision, color vision, and ability to adjust focus while working with computers and written materials.
Work Environment Quiet with occasional loud settings; requires professional working hours, may extend beyond typical 7:30 a.m. to 4:30 p.m.; indoor temperatures with occasional outdoor duties.
Equal Opportunity Employer The Cedar Rapids Community School district is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
Accommodations Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources at 319‑558‑2747.
#J-18808-Ljbffr