SMS Student Success Specialist

Position Description

Location:

Springfield Middle 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 relationships, build trust in a limited time, and engage with a broad range of school‑based staff.
• Ability to…