High School Student Success Specialist

• Position Type:
  Edustaff Positions/ Student Success Specialist
• Date Posted:
  7/13/2026
• Location:
  
  Battle Creek Central Career Academies High School

The Title I Student Success Specialist works directly with identified students to provide supplemental engagement, behavior/SEL, attendance, and learning-readiness interventions connected to the school wide Title I plan. The position supports students whose engagement, attendance, behavior, or social-emotional skill needs interfere with access to instruction and academic success.

The Specialist helps students develop skills necessary to participate successfully in the classroom, including self-regulation, problem-solving, conflict resolution, help-seeking, task completion, positive peer and adult interactions, and readiness to learn.

Please note:

This position is employed by Edustaff, the district's staffing partner.

• Provide direct, supplemental support to students identified through school data as failing or at risk of failing to meet state academic standards.
• Build positive, supportive relationships with students to increase engagement, classroom participation, attendance, and academic success.
• Provide supplemental check-in/check-out support for students identified as needing additional academic, attendance, behavioral, SEL, or engagement support.
• Coordinate and staff a supplemental Student Success Center designed to provide short-term, skill-building intervention and re-entry support so students can return to classroom instruction as quickly and successfully as possible.
• Ensure that the Student Success Center is used for supportive intervention, skill‑building, problem‑solving, regulation, reflection, and re‑entry planning, and not as an in‑school suspension room or disciplinary consequence space.
• Work collaboratively with the Principal, Behavior Interventionist, Bearcat Coach, teachers, and other school staff to support students whose behavioral, attendance, SEL, or engagement needs interfere with access to instruction.
• Implement non‑clinical, trauma‑informed, restorative, culturally responsive, and student‑centered strategies that support student regulation, conflict resolution, problem‑solving, and readiness to learn.
• Support students in developing skills related to emotional regulation, recognizing triggers, expressing feelings appropriately, active listening, asking for help, task completion, empathy, personal space, and positive peer/adult interactions.
• Collaborate with school staff to implement proactive intervention strategies that reduce classroom removals, increase instructional time, and support successful classroom reintegration.
• Support successful student re‑entry to the classroom following a short‑term intervention by helping students identify next steps, repair relationships when appropriate, and return to learning.
• Collect and maintain data on student interventions, referrals, time in the Student Success Center, frequency and duration of support, return‑to‑class rates, repeat referrals, attendance, engagement, and other indicators connected to the school wide plan.
• Use student data to monitor intervention effectiveness and adjust supports in collaboration with building staff.
• Participate in student support, MTSS, SST, or problem‑solving meetings to help identify supplemental supports for students who are at risk of not meeting academic expectations.
• Collaborate with families, when appropriate, to support student engagement, attendance, and successful participation in the school environment.
• Attend professional development related to restorative practices, culturally responsive practices, trauma‑informed schools, positive behavior interventions and supports, MTSS, student engagement, and strategies that improve access to instruction and academic success.
• Support the implementation of school wide Title I strategies identified in the comprehensive needs assessment and school wide plan.

• High School Diploma required

• Demonstrated success in working with students and families of diverse backgrounds.
• Ability to quickly establish and maintain cooperative and effective professional…