Family / Student Advocate

New Legacy Charter School - Aurora, CO (30+ days ago)


New Legacy Charter School is a free, public school for pregnant and parenting high school students and their children in northwest Aurora. We are located at 2091 N. Dayton Street, Aurora, CO 80010 and serve approximately 95 high school students and 65 children in an on-site early learning center. The school is authorized by the Colorado Charter School Institute and opened in August of 2015, with our first class graduating in June 2016.

We offer students a rigorous, relevant, and engaging education so they are empowered with the skills needed to raise healthy children and graduate prepared for success in college and careers. Our vision is to see young families creating a legacy of education leading to compelling careers, financial independence, and positive parenting. Our school model includes combining flexibility with a strong school culture based on healthy relationships and student leadership.

Employment Status

This is a full-time, exempt, at-will position. The Family / Student Advocate reports directly to the High Assistant School Director. This is a grant-funded position through the CDE Expelled and At-Risk Student Services Grant Program; the school has received four years of funding beginning in 2018-19.

General Position Description

The Family / Student Advocate is responsible for connecting students and families with resources they need to be successful in school and addressing barriers to school attendance. The Family / Student advocate is also responsible for outreach to pregnant and parenting teens around the city and managing the school’s transportation program.

Key Responsibilities:

Family / Student Resources (50%)

  • Work with the Assistant Director to identify and actively case manage 25 to 30 students who struggle significantly with attendance and demonstrate the greatest need for support and resources. Students become eligible for EARSS program support and receive a referral to the Family /Student Advocate for attendance support after they have missed five school days in any given quarter. Services begin with an in-take interview that the Family /Student Advocate conducts with the student and parent/guardian within three school days of the referral (either at home or school). During this in-take, quarterly goals are collaboratively set and the Family / Student Advocate works to understand the students’ academic needs and barriers to engagement. The Family / Student Advocate identifies any community resources that would be a support to the student and/or parent, make referrals as needed, and develop strategies in partnership with the parent/guardian to support the student’s success.
  • Connect 100% of EARSS-eligible students and families on the Family / Student Advocate’s caseload with at least two community resources that will strengthen and support student’s learning and wellbeing.Potential resources include (but are not limited to): WeeCycle, SafeCare, Aurora Mental Health, government benefits and legal support.
  • Maintain and update resource binder that include resources on mental health services, healthcare services, housing services, food services, social services, and more to help address students’ and families’ needs.
  • Closely monitor the progress of each EARSS-eligible student for whom case management is being provided. Report progress towards goals to the student, family, and supervisor quarterly for each student within 10 days of the end of each quarter. Provide additional supports/interventions as need and provide written progress monitoring information to advisors as part of quarterly conferences.
  • Review the caseload and current attendance data with the Assistant Director at least once a month to determine when new students should be added or dropped based on attendance needs.
  • Build relationships with students with primary focus of engaging them in school.
  • Support implementation of MTSS supports and interventions for student academic engagement.
  • Run a new student and freshman orientation at the beginning of the year and throughout the year as new students and families enroll. The goal for orientations is 75% parent/guardian participation rate.
  • Utilize BASE Education program as a tool for support for student engagement.
  • Engage parents/guardians through regular phone calls, meetings and home visits.
  • Formally refer all students in need of social-emotional support to the school’s social work team.
  • Address barriers to student academic achievement by providing ongoing attendance interventions and support for engagement such as tutoring, attendance incentives, motivational interviewing and the use of restorative practices.
  • Offer two resource fairs and four family learning events each year with a target participation rate of least 20%.
  • Bring needed support services into the school, increasing accessibility to families, in partnership with the Social Work Services Manager.
  • Manage the school’s peer mediator program, which builds leadership and conflict resolution skills in students so they can more effectively support their peers.
  • Document all family / student advocacy work above for purposes of grant tracking.

Outreach (25%)

  • For the first six weeks of the school year and for two weeks prior to the start of each quarter thereafter, dedicate at least 15 hours per week to active student outreach. This includes visiting with staff at other high schools to identify pregnant and parenting teens who might benefit from New Legacy’s program and doing home visits with students who are not currently in school.
  • When new students enroll, provide an orientation with the student and parent/guardian to understand resource needs, follow up with others needed based on identified needs, and to ease the student’s transition into the school.

Transportation (25%)

  • Manage the school’s transportation program including the following:
  • Manage the school’s fleet of busses, including all maintenance needs to be in compliance with CDE regulations.
  • Determine bus routes (two per bus each morning and afternoon) and proactively manage student riders to ensure transportation services are being fully maximized.
  • Track all transportation data in compliance with CDE regulations to ensure the school receives the transportation reimbursement at year-end.
  • Supervise bus drivers with the overarching goal of student safety.
  • Ensure that all drivers have the requisite training to meet state regulations. * Work with other transportation vendors as needed to meet students’ transportation needs.

Other

  • Participate actively in 1) ongoing coaching and support; and 2) professional development based on both individual and school-wide goals and needs.
  • Participate actively in school-wide community-building rituals such as morning check-in, community meetings, community lunches, and staff circles.

Qualifications

The family / student is ideally expected to:

  • Have at least one or two years of experience successfully working in an urban or alternative school, including a track record of positive student outcomes.
  • Be bilingual in Spanish.
  • Have a bachelor’s degree in relevant field.
  • Have experience using culturally responsive and restorative practices to build culture and community in an urban school environment.
  • Be a highly collaborative, results-oriented, adaptable, problem-solving self-starter.
  • Embrace using data to inform instructional planning and practice. Comfortable using Microsoft Excel, sharing and analyzing student performance results, and humility in constantly working to improve practices.
  • Experience working in an entrepreneurial, dynamic school or related demanding environment.
  • Be positive, strength-based, passionate, articulate, motivating, and empowering with students and team members.
  • Have excellent written and verbal communication skills.
  • Be computer savvy, with proficiency in email, word processing, spreadsheets, Google Docs, etc.
  • Have experience using Infinite Campus.

Mission Alignment

Mission-aligned members of the New Legacy community:

  • Dedicate themselves to the school’s mission and vision, adopting a “whatever-it-takes” attitude in helping our students succeed.
  • Understand that relationships are essential to working with students who have been disengaged from their education and are at-risk of dropping out of school. Staff members pursue appropriate and healthy relationships with students, including advocating for them and their success.
  • Believe our students have strengths and assets, and build on these strengths in their work. Maintain a positive attitude and a solution-based approach to challenges in the work place.
  • Oversee open and consistent communication with students and their families about their academic progress, health success and needs, parenting success and needs, individual graduation plans, and college planning. Also communicate proactively with colleagues about student needs to ensure integrated support.
  • Are committed to restorative justice as a mean of addressing conflicts or challenges in the community, whether between students, staff members, or students and staff members.
  • Are committed to inclusive excellence. This means they are willing to engage in conversations about privilege, power, equity, and diversity, and are willing to invest time in community-building and professional development based on inclusive excellence.
  • Are active participants in a supportive and demanding professional community that fosters respect, trust, honesty, risk-taking, open-mindedness, flexibility, collaboration, and continuous improvement.

Job Type: Full-time

Education:

  • Bachelor's

Language:

  • Spanish