Work Calendar: 181

FTE: 1.0 (40.0 Hours per Week)

Contract Status: Contract

FLSA Status: Non- Exempt

Reports To: Alternative Language Services Administration

Starting Wage: $33,147 annually

Salary Schedule/Lane: 38/X/01

Benefits: Eligible

Anticipated Start Date: 12/01/2024

Priority Screen Date: 11/12/2024

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Position Available: 1

Position Open Until Filled

JOB SUMMARY

The Refugee Services Specialist advances the capacity of the school to engage refugee families in the academic success of their students as well as building the capacity of families to engage in a strong partnership with the school. This position acts as a liaison between parents/guardians, community agencies, state agencies, and school personnel to support parent and community involvement, communication, decision-making, learning at home, and parenting skills; assists the school in aligning parent and student needs to district and community programs and services, and arranges translation/interpreting services as needed.

To be successful the incumbent will have experience exercising reasonable judgment with minimal supervisory input and ability to navigate and resolve complex issues that prohibit academic success. This position will travel to other school locations and job-related worksites to provide the required functions of the role and must have the ability to maintain a work schedule based on the needs of the student, family, and school.

MINIMUM REQUIRED QUALIFICATIONS

All positions require selected candidates to be fingerprinted and successfully pass a criminal background check.  Additional minimum required qualifications for this position are:

1. High School Diploma, GED, or equivalent
2. Experience in K-12 education and/or any of the following: public employment environment, student groups, community support or service agencies, community participation, and involvement in organizations, or non-profit programs that support basic needs, working with families and students in crisis
3. Proficiency in Microsoft Office products (Word, Excel, PowerPoint, etc.) including the ability to use spreadsheets and other software applications to collect data and maintain accurate records
4. Availability to maintain a work schedule based on the needs of the student, family, and school, which may include early mornings and evenings.
5. Valid Utah driver's license and evidence of insurability with an acceptable driving record that will be verified annually
6. Speak, read, write, present professionally, analyze, understand, and interpret written and verbal communications in English

PREFERRED QUALIFICATIONS

These are examples of skills and experience that the best-qualified candidates may have.  Not having one or all of them does not disqualify any candidate from consideration.

1. Three (3) years of job-related experience in a public school or with students/families in crisis OR post-high school education and experience
2. Bilingual in English and another language with the ability to speak, read, write, and comprehend at an intermediate/advanced level
3. Experience developing or facilitating programs that engage and connect students or families with community programs and resources
4. Experience identifying, navigating, and resolving complex issues that prohibit academic success

ESSENTIAL FUNCTIONS & RESPONSIBILITIES

1. Assist school administration and staff in providing information about school requirements, support services, and school events to refugee families with students to engage in a strong partnership with the school
2. Assist school administration in identifying students who may be at risk of academic or social difficulty and monitor student progress according to program specifications to support students in meeting their academic, attendance, and citizenship goals
3. Provide opportunities for families to build their capacity to support their children's learning and development
4. Provide information to faculty and staff to develop a school culture that honors and recognizes families' existing knowledge, skills, and forms of engagement; arrange translation/interpreting services as needed
5. Provide support through coordinating with teachers and other staff and authentically engaging parents in the educational process of their children
6. Refer students and their families to services provided in the school or through outside agencies to ensure that student and family needs are met
7. Develop authentic relationships with students and families (e.g.  providing welcoming orientations for newly resettled refugees and their parents, teaching students and families about American social skills and norms, school routines, understanding the American education system, child safety & welfare, etc.)
8. Create an environment of safety for student, family, school, and community by adhering to safety rules, laws, and practices
9. Collaborate with school staff to ensure that proper focus is given to providing academic support to refugee students by tracking the progress of refugee seniors towards graduation as well as ensuring WIDA and GPA scores are improving for an identified caseload of refugee students
10. Collaborate with school personnel and families to develop family engagement initiatives to enhance family connectedness for student learning and development
11. Coordinate with community partners (e.g., Refugee Services Office, Asian Association of Utah, Catholic Community Services, International Rescue Committee, etc.) and district departments (e.g., translation and assessment departments, etc.) to provide resources and programming to increase the capacity of families to engage in the academic success of their students
12. Develop and maintain an internal and external resource directory of educational and community resources that are available to students; distribute available resources to students based on program guidelines and maintain detailed records related to the dissemination and use of on-site resources and programs and referrals to community resources and programs
13. Understand, implement, and support the district’s Strategic Plan for Student Achievement to support student success in school
14. Maintain a visible, accessible presence on campus at assigned locations to ensure and increase student awareness of the program and provide available support services; craft brochures, forms, and other documents for distribution and presentation to increase awareness of available services
15. Maintain a variety of confidential and non-confidential manual and electronic records (e.g., student goals, student information, follow-up contacts, evaluations, reviews, interventions, reintegration programs, etc.) to document and compile activities in compliance with program guidelines
16. Prepare standard documentation (e.g., correspondence, reports, etc.) to document activities, provide written reference to convey information, and perform record-keeping, planning, and clerical functions (e.g., individualized plans around needs and interests, activities, documentation, etc.) to provide necessary records/materials to teachers, administrators, and school counselors
17. Create, secure, organize, and maintain a variety of documents and records of activity (paper and electronic) to document relevant information including requests for funding, student interactions and outcomes, data needed for reports, grants and donor reporting, compliance, and general reference
18. Assist in reviewing and editing communication designed for parents or the community to ensure accuracy. (e.g. memos, newsletters, letters, and notification of school and community events, etc.) to support student achievement
19. Collaborate with appropriate school personnel, and outside agencies to coordinate efforts and foster an ongoing partnership between stakeholder groups, based on established practices and student plans
20. Communicate effectively with diverse individuals, groups of people, organizations, and other stakeholders, facilitate meaningful engagement while maintaining confidentiality and positive working relationships with students, parents, colleagues, community support
21. Participate in meetings, workshops, and seminars, as assigned, listen to, and understand information and ideas presented verbally or in writing; present and gather information to perform job functions
22. Use high-level organizational skills and initiative to accomplish long and short-term objectives while working under limited supervision, utilizing time-management and prioritization strategies, accurately processing detailed information, and meeting deadlines
23. Support a team environment by collaborating with own and other work units to effectively perform the duties of the position
24. Adapt to changing work priorities and work with frequent interruptions, as required
25. Maintain regular and predictable attendance to fulfill job requirements efficiently and effectively
26. Perform other related duties as assigned to ensure the efficient and effective functioning of the work unit

EMPLOYEE SUPERVISORY RESPONSIBILITIES: No

WORK ENVIRONMENT & PHYSICAL DEMANDS

The usual and customary methods of performing the job functions require the following physical demands:  some lifting (up to 30 pounds), carrying, bending, pushing, pulling, stooping, kneeling, crouching, and crawling, and significant fine finger dexterity.  Generally, the job requires 60% sitting, 20% walking, and 20% standing.  The job is performed under some temperature extremes and conditions with some exposure to the risk of injury or illness.

The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and its services, programs, and activities.  To request reasonable accommodation, contact Human Resource Services – Salt Lake City School District (slcschools.org) or call 801-578-8340.

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Non-Discrimination Statement

No district employee or student shall be subjected to discrimination in employment or any district program or activity on the basis of age, color, disability, gender, gender identity, genetic information, national origin, pregnancy, race, religion, sex, sexual orientation, or veteran status. The district is committed to providing equal access and equal opportunity in its programs, services and employment including its policies, complaint processes, program accessibility, district facility use, accommodations and other Equal Employment Opportunity matters. The district also provides equal access to district facilities for all youth groups listed in Title 36 of the United States Code, including scouting groups. The following person has been designated to handle inquiries and complaints regarding unlawful discrimination, harassment, and retaliation: Tina Hatch, Compliance and Investigations/Title IX Coordinator, 440 East 100 South, Salt Lake City, Utah 84111, (801) 578-8340 You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695.