TITLE: Student Support Programs – Coordinator of Prevention & Resilience Supports 

 

LOCATION: Central Office and Training Center

The Kansas City, Kansas Public Schools (KCKPS) is a nationally recognized urban school district that serves approximately 22,000 students and 60+ di?erent languages are spoken in the homes of our students. KCKPS is home to Sumner Academy, the #6 highest rated High School in the Nation and #1 High School in Kansas according to the US News rankings.

 

With Head Start/preschools, 28 elementary schools, 7 middle schools, and 5 college and career academies/high schools, we are the ?fth largest district in the state of Kansas and our student population is approximately 51% Hispanic, 27% African American, 11% White, and 7% Asian. To serve our students, the district employs approximately 4,000 employees including more than 1,600 teachers.

JOB GOAL: Support the Director of Student Support Programs in coordinating prevention initiatives, encompassing the Resilient Schools framework, Enough is Enough initiative, substance use prevention across Kansas City, Kansas Public Schools. Under the guidance of the Director of Student Support Programs and working closely with Student Support Programs teammates, school administrators, educators, students, families, and community partners, develop and execute trauma informed initiatives aimed at creating safe, supportive, and inclusive school environments conducive to student success. This includes analyzing data, assessing needs, and implementing evidence-based interventions to address the complex issues of violence, substance use, and dropout prevention.

ESSENTIAL FUNCTIONS:

• Utilize data analytics to identify specific trends and patterns related to risk behaviors and, with stakeholders, develop both universal and targeted education and awareness campaigns tailored to address these groups' unique needs and challenges.
• Establish robust data monitoring and evaluation systems to assess the effectiveness of prevention strategies and resilience practices continuously. Regularly analyze outcome data to identify trends, measure progress, and make data-informed adjustments to intervention approaches as needed. 
• Identify, select, and monitor comprehensive, data-driven trauma informed prevention strategies aimed at improving the overall school climate and fostering a sense of safety, belonging, and support among students. 
• Develop and implement prevention programs based to target students identified as at-risk. These programs could involve counseling, mentorship, academic support, and access to community services to address root cause issues.
• Collaborate with school staff to involve students in designing and implementing prevention programs, leadership development, and peer mentoring initiatives to foster positive peer relationships and pro-social behaviors.
• Offer personalized school-based coaching services to instructional and support staff members aimed at fostering supportive relationships with students, crafting trauma-sensitive student support plans, and effectively implementing and maintaining trauma-informed practices conducive to cultivating a positive school culture and climate.
• Work together with Student Intervention Teams at each school building to address social, emotional, and behavioral issues within the framework of district-wide trauma-informed practices, restorative approaches, and Multi-Tiered System of Supports (MTSS).
• Facilitate collaborative efforts with district and school leadership staff to ensure alignment between policies and procedures and a comprehensive understanding of trauma's impact on student behaviors.
• Design and facilitate dynamic and engaging professional development sessions centered on high-impact social emotional, and trauma informed instructional strategies, Multi-Tiered System of Supports (MTSS), and resilience-building practices crafted to empower educators with the knowledge, tools, and strategies essential for fostering student success in diverse learning environments.
• Collaborates with Student Support Programs colleagues, school administrators, and stakeholders to promote the adoption of trauma informed, strengths based, restorative disciplinary methods.
• Collaborate with local law enforcement agencies, community organizations, healthcare providers, and social services to share data and resources for a comprehensive approach to prevention. These partnerships can facilitate the implementation of multi-faceted prevention strategies that address both individual and environmental factors contributing to school violence, substance use, and dropout rates.
• Continuously monitor local, state, and national trends and best practices concerning youth resilience and trauma-informed schooling through active participation in training sessions, forums, and external networking groups.
• Initiate proactive efforts to explore funding opportunities and cultivate in-kind partnerships to sustain collaboration with the community on resilience, trauma-informed practices, and school based prevention activities. 
• Meet with the Director of Student Support Program on a bi-weekly basis
• Other duties as assigned by the Director of Student Support Programs. 

QUALIFICATIONS:

• Meets the employment qualifications set forth by the Kansas City, Kansas Board of Education and the Kansas State Department of Education
• Master’s Degree in Education, Counseling, and/or Social Services Field and 4+ years working in a youth serving field or 6+ years working in a youth serving field 
• Comprehensive knowledge of trauma informed practices and resilience promoting frameworks.
• Knowledge of trauma-informed theories, principles, practices and awareness of trauma, resilience, adverse child and community experiences, school climate, school social emotional frameworks, and social emotional learning concepts
• Experience developing and facilitating professional development trainings and awareness of adult learning theories and ability to apply adult learning principles when coaching school-based professionals.
• 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 and community partners around building a resilient culture.
• Effective oral and written communication skills.
• Demonstrated skills in effective listening and human relations.
• Demonstrated skills in problem solving and initiative.
• Excellent verbal and written communications skills.

 

COMMUNICATION / ORGANIZATION: Maintains communication with school personnel, and parents/guardians to enhance cooperative action which will meet the educational needs of students. Utilizes existing technology effectively in the performance of duties. Performs other related work as required.

 

REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

 

LANGUAGE SKILLS: Ability to read and analyze and interpret general professional journals, technical procedures, or governmental regulations. Ability to write reports, general curriculum and learning theories, correspondence, and protocols. Ability to effectively present information and respond to questions from groups of administrators, staff, parents, students, and the general public.

 

PHYSICAL DEMANDS: The physical demands described here 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. While performing the duties of this job, the employee is regularly required to sit, walk, stand and talk or hear. The employee must occasionally lift and/or move up to 50 pounds. The employee must occasionally push items of 50 pounds such as pushing on a bike or wheelchair or moving/rearranging furniture. While performing the duties of the job the employee occasionally may visit a child’s home. Specific vision abilities required by this job include close vision, distance vision, and depth perception.

 

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually loud and is a standard acceptable level for this environment. Is directly responsible for students’ safety, work output, and well-being.

 

OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students. Ability to establish and maintain effective working relationships with students, peers, parents, and community; ability to speak clearly and concisely in written or oral communication.

TERMS OF EMPLOYMENT: 261

SALARY: Based on KCKPS Salary Schedule

FLSA: Exempt

RESPONSIBLE TO: Director of Student Support Programs

 

EVALUATION: Performance will be evaluated in accordance with Board of Education policy on administrator evaluation.

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  The individual holding this position performs additional duties and additional duties may be assigned.  

Kansas City, Kansas Public Schools is an Equal Opportunity Employer.  KCKPS is an equal opportunity employer and shall not discriminate in its employment practices and policies with respect to hiring, compensation, terms, conditions, or privileges of employment because of an individual’s race, color, religion, sex/gender (to include orientation, identity, or expression), age, disability, national origin, genetic information, or any other basis prohibited by law.

 

For more information regarding Title IX please contact:

 

District Compliance Coordinator

2010 N. 59^th Street

Kansas City, KS 66104

913-279-2262

Title IX@kckps.org