POSITION: SECTION 31a AT-RISK SYSTEMS & COORDINATION SPECIALIST - GRANT FUNDED
FLSA STATUS: EXEMPT
FTE STATUS: 1.0
REPORTS TO: ASSISTANT SUPERINTENDENT OF CURRICULUM AND INSTRUCTION
DATE: 7/21/2026
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SUMMARY:
The Section 31a At-Risk Systems Design & Coordination Specialist is a district-level support and coordination position funded through Section 31a At-Risk funds. This position works alongside and in partnership with central office leaders, building principals, the MTSS Coordinator, the RP/SEL Coordinator, and the Early Childhood Principal to design, build, and coordinate district-wide at-risk systems — ensuring consistent, evidence-based implementation of early-warning, attendance, and hall-pass systems, and supporting early childhood program planning, across district buildings.
- This position does not hold building administrative authority and does not perform administrative duties as defined under Section 31a (e.g., building management, staff supervision/evaluation, student discipline, or budget/operational authority for a school building)
This is a design, coordination, and facilitation role. The Specialist carries out the tasks below in partnership with, and in support of, each building principal and the MTSS/SEL Coordinators.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Early Warning Intervention & Monitoring System (EWIMS) – Infrastructure Build & Rollout
The district does not currently have an EWIMS in place. Before any ongoing coordination can occur, this position is responsible for designing and building the system's infrastructure in partnership with building principals and the MTSS Coordinator.
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Design the district's EWIMS infrastructure in partnership with building principals and the MTSS Coordinator, including indicators/thresholds (attendance, behavior, course performance), data sources, roles, and building-level problem-solving team structures.
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Develop a phased implementation timeline (design pilot full rollout) for secondary buildings, in collaboration with building leadership teams.
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Draft data-sharing protocols, measurable outcomes and referral/follow-up procedures for use once the system is operational.
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Design the training and communication plan needed to prepare building staff ahead of rollout.
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Once built, coordinate ongoing use of EWIMS alongside building teams and the MTSS Coordinator — facilitating data reviews rather than directing building staff.
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Document design decisions, timeline milestones, and rollout materials as evidence of Section 31a-aligned system development.
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Compile EWIMS data to support the section 31a annual program fiscal report (APFR)
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In Partnership with the MTSS and RP/SEL Coordinator, design the district absenteeism framework in partnership with the Director of Safety, customer service rep, and Assistant Superintendent of Curriculum and Instruction.
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Partner with the SEL Coordinator and MTSS Coordinator to ensure attendance policies, practices, and follow-up procedures align with district goals and the district's chronic absenteeism framework.
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Facilitate development of a documented Tier 1 (proactive, universal) plan: district-wide policies/procedures, communication protocols for publicizing proactive initiatives, and a defined process (with named responsible roles) for responding to a student's first unexcused absences.
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Facilitate development of a documented Tier 2 (targeted, early-stage) plan: red-flag triggers for group/family-level intervention, referral and follow-up responsibilities, and key intervention features, coordinated with building teams.
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Facilitate development of a documented Tier 3 (individualized, network) plan: triggers distinguishing Tier 3 need, follow-up responsibility, connections to external/community partners, and key intervention features for students with intensive absence/truancy needs.
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Ensure each tier's plan is written, assigned to specific roles and has measurable outcomes reviewed on a regular cycle — maintained as documented evidence for audit/monitoring purposes.
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Compile attendance data and tiered-plan documentation to support the Section 31a Annual Program & Fiscal Report (APFR).
Hall Pass System – Minga Implementation
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Coordinate the district-wide rollout and ongoing implementation of the Minga digital hall pass system in partnership with building administrative teams.
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Serve as the district point of contact for Minga configuration, training, and troubleshooting support for building staff.
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Facilitate data reviews of hall pass/movement data with building teams to identify patterns relevant to attendance support planning.
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Coordinate professional learning for staff on site Minga use as part of MTSS system implementation.
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Create systems, an infrastructure and a rollout plan to implement other Minga features in partnership with the MTSS coordinator and building principals
Early Childhood / PreK Programming – Section 31a Use
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Partner with the Early Childhood Principal to review current PreK programming and identify how Section 31a funds (Subsection 18, PreK Supplemental Supports, up to 10% of the total allocation) could be used to strengthen it — in an advisory/coordination capacity; the Early Childhood Principal retains program authority.
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Facilitate planning conversations connecting evidence-based PreK instruction and non-instructional supports to at-risk eligibility criteria (Subsection 25).
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Support documentation showing how any resulting use of funds aligns with Subsection 18 requirements, for audit-readiness purposes.
Compliance & Audit Readiness
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Maintain organized, current documentation for all district coordinated initiatives (EWIMS design and rollout records, tiered attendance plans, Minga implementation records, early childhood planning notes) sufficient to support a Desk Review or On-Site Review (OSR).
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Partner with the district's Section 31a/business office staff to confirm that all coordinated activities align with Section 31a allowable-use assurances and remain within Subsection 13 support-staff parameters.
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Prepare evidence summaries mapping coordinated activities to the specific Section 31a subsections and assurances they support, in advance of any potential OSR.
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Support completion of relevant sections of the Annual Program & Fiscal Report (APFR), due annually by July 15.
Cross-System Partnership
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Serve as a liaison among building principals, the MTSS Coordinator, the SEL Coordinator, the Early Childhood Principal, and the Office of Educational Supports / Special Populations Unit on at-risk systems design and coordination.
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Facilitate (not direct) collaborative planning meetings regarding EWIMS, attendance, Minga, and early childhood 31a use.
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Attend conferences, sessions, and workshops relevant to Section 31a
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Maintain working knowledge of Section 31a assurances and allowable-use requirements to ensure all designed and coordinated activities remain compliant.
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Keep in confidence all personal, student or personnel records and information.
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Participates in district and school initiatives, adheres to building and district school improvement plans.
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Adheres to, interprets and implements all district policies, administrative guidelines and procedures.
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Conducts behavior to demonstrate collegiality and professionalism.
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Mandated Reporter for Child Abuse and Neglect.
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Regular and reliable attendance is an essential job function.
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Perform other duties as assigned as allowable by grant funding source(s)
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. 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 the essential functions.
EDUCATION and/or EXPERIENCE:
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Master’s Degree in Education or Educational Leadership or related field. (preferred)
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Has a valid Michigan teaching certificate with five years of successful teaching experience.
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Has a valid Michigan School Administrator certificate or has the ability to obtain per MDE guidelines.
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Prior experience as an administrator of a school building is preferred.
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Applicants must satisfactorily pass a criminal background check as defined by the State of Michigan.
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Good work habits, including punctuality and good attendance record.
LANGUAGE SKILLS:
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Ability to explain and demonstrate appropriate teaching techniques.
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Ability to read, analyze and interpret periodicals and professional journals.
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Ability to effectively present information and respond to questions from groups of educators, students and the general public.
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Ability to write business correspondence and other related correspondence.
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Ability to express self clearly, both orally and in writing.
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Ability to read, analyze and interpret information.
TECHNICAL SKILLS:
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The ability to integrate technology into the everyday work flow is necessary.
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Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
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Ability to use computer technology for research, data management, communications and other instruction.
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Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms.
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Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
MATHEMATICAL SKILLS:
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Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
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Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
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Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
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Exhibit a high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
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Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
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Ability to define problems, collect data, establish facts and draw valid conclusions.
INTERPERSONAL SKILLS:
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Ability to build rapport with others and to serve diverse publics.
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Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
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Ability to work effectively and collaboratively with other departments, agencies and individuals.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is often required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds of material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff.. The employee is exposed to infections at a greater risk than the average person. The Position is based across district buildings, including secondary buildings and early childhood programming sites; regular travel required. Works collaboratively with, and at the direction of, the assistant superintendent of curriculum and instruction, building principals and the MTSS/SEL Coordinators and Early Childhood Principal for building- or program-specific implementation decisions.
TERMS:
The contract, salary and other employment conditions will be established by the Board of Education. Further, applicants must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the district. Lincoln Administrator's Association (LAA) 2024-2026 Master Agreement
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position.
This position description is not a contract for employment.
Lincoln Consolidated Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
Lincoln Consolidated Schools does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information or any legally protected characteristic, in its programs and activities, including employment opportunities.
"The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District."
Portrait of a Graduate
2023-2028 Strategic Plan
