SUMMARY Position functions as a student case assistant for students enrolled at Connections Learning Center. Responsible for monitoring of student academic, attendance, and behavioral data during their tenure at CLC. Work collaboratively with district secondary schools, families, and the student to ensure appropriate and timely transitions. Refer families and students to community agencies and other resources to address their needs and to support family sufficiency.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Collect and organize individual student attendance, behavior, and academic (coursework/grade) data.
Meet weekly with students to review their data related to attendance, behavior, and coursework promoting self-awareness and goal-setting.
Review this ABC data weekly with families.
Schedule, organize, and facilitate progress monitoring meetings with students, families, other schools, and other relevant supports, ensuring open communication and shared understanding of student progress.
Schedule, organize, and facilitate transition meetings with student, families, and receiving schools.
Proactively reach out to new students and families to schedule informative family information sessions.
Support students with refocusing strategies and breaks as needed.
Support the suspension process by gathering and sharing classwork with families when students are out of the building.
Support student engagement in the classroom as directed by the teacher.
Organize and facilitate the truancy intervention process.
Connect families with community resources to support basic needs.
Plan and organize engaging activities and events to promote family involvement in the school community.
Provide supervision during arrival, transitions, lunch, recess, dismissal, and as otherwise directed.
Work collaboratively with teachers to implement individual academic and behavioral interventions to meet the needs of all students.
Perform other duties as assigned.
EXPERIENCE: Two or more years experience working with at-risk students in a classroom setting.
EDUCATION AND TRAINING: High School Diploma required. Bachelors degree preferred.
CERTIFICATES, LICENSES & REGISTRATIONS: Valid Colorado's driver's license, CPI, and CPR training preferred.
KNOWLEDGE, SKILLS AND ABILITIES: Basic knowledge of instructional support practices and classroom management techniques. Knowledge of school-based supports and community resources available to families experiencing economic or social hardship. Ability to collect, track, and report student data accurately and confidentially. Problem-solving and conflict-resolution skills, particularly in working with at-risk youth. Proficiency in using basic technology tools for communication, scheduling, and data entry (e.g., spreadsheets, email, learning management systems). Ability to build trusting relationships with students who have experienced academic or behavioral challenges. Ability to support students in de-escalating and refocusing behaviors in alignment with school expectations. Ability to collaborate effectively with teachers, administrators, and external support providers. Ability to maintain confidentiality, discretion, and sensitivity when handling student and family information. Ability to supervise students in various settings and respond appropriately to behavioral concerns.
The physical requirements, mental requirements and work environment factors described below 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.
PHYSICAL DEMANDS: Physical mobility to assist students with transitioning between activities and locations in the school. Manual dexterity for helping students with fine motor tasks and adjusting classroom materials. Vision and hearing sufficient to monitor classroom activities, communicate with students, and identify safety issues. Stamina to remain active and on feet for extended periods throughout the school day. Must be able to direct or lead students to safety in the event of an emergency or drill.
MENTAL FUNCTIONS: Ability to read and comprehend lesson plans, behavior plans, and teach instructions. Ability to read, interpret, follow, and instruct others on safety rules. Ability to follow verbal instructions. Ability to maintain awareness of classroom, student behaviors, and individual needs. Able to provide accurate feedback to teachers on students. High level of patience, especially when working with students who may struggle with classroom behaviors. Ability to adapt to changing classroom environments, student needs, or teaching methods.
WORK ENVIRONMENT: Primarily working inside in a secondary school classroom. Typical secondary school campus may also contain libraries, science labs, computer labs, kitchens, auditoriums, gymnasiums, and possibly specialized shops. May be exposed to outside elements during activities such as bus duty, lunch duty, drills, attending athletic or activities events, or field trips.
