Student Attendance & Engagement Champion

Michigan Association of School Boards; Ionia (MI); On-site; USD 30,000 - 34,000; Part time

Job summary

Belding Area Schools seeks a Student Attendance & Engagement Specialist to improve attendance by building relationships with students and families and connecting them with school and community resources. Two positions exist: one for Elementary and one for Secondary, intended to be supportive rather than punitive.

The role involves regular contact with families, collaboration with building staff, and community partners to identify and remove barriers, aiming to help students feel connected,

Qualifications

• Degree in education or related field is required or preferred.
• Strong interpersonal and communication skills.
• Ability to work independently and as part of a team.

Responsibilities

• Monitor student attendance data and identify chronically absent students.
• Make regular, personal contact with students and parents/guardians regarding attendance concerns.
• Develop positive, trusting relationships with students and families.
• Attend 504 meetings as district representative.
• Provide support for homeless students in coordination with the District Liaison.
• Meet with students to identify barriers affecting attendance.
• Conduct home visits when appropriate.
• Help families develop attendance improvement plans.
• Connect families with school, ISD, county, and community resources.
• Maintain documentation of contacts and interventions.
• Track attendance outcomes and adjust supports as needed.

Skills

Interpersonal skills

Communication skills

Independent worker

Team collaboration

Organizational skills

Confidentiality

Driver's license

Education

Associate or Bachelor’s degree in education or related field

Job description

Belding Area Schools seeks a Student Attendance & Engagement Specialist to improve attendance by building relationships with students and families and connecting them with school and community resources. Two positions exist: one for Elementary and one for Secondary, intended to be supportive rather than punitive.

The role involves regular contact with families, collaboration with building staff, and community partners to identify and remove barriers, aiming to help students feel connected,