<p>New opportunity for SY25/26 will be open until filled.</p> <p>ABOUT ASPIRE</p> <p>Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998-in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through-Aspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation.</p> <p>Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post-secondary lives. Every day, our community of students, families, teachers, and staff comes together to learn, work, and grow in an environment grounded in our values of Bienestar (Well-Being), Culture of Belonging, Community Partnership, Agency & Self-Determination, and Joy.</p> <p>JOB PURPOSE</p> <p>The Newcomer and Attendance Support Specialist plays a critical role in advancing educational equity by ensuring that students-particularly newcomer and Multi-Language Learner (MLL) scholars, as well as those experiencing chronic absenteeism-experience access, belonging, and consistent engagement in school.</p> <p>The Specialist, under the direction of the Manager of MLL and Newcomer Services, works directly at school sites, partnering with staff, students, and families to identify root causes of attendance challenges. Using data, relationships, and community-informed strategies, the Specialist supports the implementation of targeted interventions and helps remove barriers related to transportation, housing instability, school connection, or language access.</p> <p>The role collaborates closely with school teams and regional partners to design and deliver culturally responsive programming aligned to Aspire's 4As: Antiracism, Academics, Agency, and Activism.</p> <p>Program Design & Implementation</p> <ul> <li>Support the implementation of regional strategies to reduce chronic absenteeism, grounded in Multi-Tiered Systems of Support (MTSS), restorative practices, and PBIS, thereby fostering a more consistent learning environment that supports academic growth through targeted MTSS supports. </li><li>Collaborate with school teams to connect students to, and in some cases provide, targeted academic supports-both during and outside the school day-as part of a holistic approach to improving engagement and achievement. </li><li>Partner with schools to establish newcomer-specific support groups and multilingual family groups to support academic, social-emotional, and cultural transitions. </li><li>Support site-based implementation of tools and interventions that address chronic absenteeism among newcomer, MLL, and other students struggling with regular attendance. </li><li>Track implementation of attendance supports across sites; assess impact and adjust strategies as needed. </li></ul> <p>Family & Community Engagement</p> <ul> <li>Collaborate with schools and regional leaders to plan and co-lead family workshops, resource navigation events, and newcomer-specific outreach. </li><li>Ensure newcomer and MLL family representation in English Learner Advisory Committees (ELAC/DELAC) and other decision-making spaces. </li><li>Provide families with culturally affirming resources and support navigating housing, food access, healthcare, and transportation. </li><li>Serve as a liaison between school sites, families, and community-based social services and mental health providers. </li></ul> <p>Training & Staff Development</p> <ul> <li>Facilitate differentiated professional development for school staff, regional teammates, and community partners aligned with Aspire's attendance and equity goals. </li><li>Participate in stakeholder check-ins and cross-functional planning efforts to ensure regional alignment and responsiveness. </li></ul> <p>Data & Impact Analysis</p> <ul> <li>Monitor school-level data on language proficiency, attendance, and chronic absenteeism to inform programming. </li><li>Prepare regular reports for internal stakeholders and use data to continuously improve program design. </li></ul> <p>Key Outcomes</p> <ul> <li>Belonging & Access: All sites implement newcomer-specific supports and multilingual engagement structures that build connection and reduce isolation for students most at risk of chronic absenteeism. </li><li>Family Engagement: Families of newcomer, MLL, and chronically absent students actively participate in engagement opportunities and report increased trust and access to school-based resources. </li><li>Attendance: Year-over-year decreases in chronic absenteeism across student groups, with targeted impact for newcomer and MLL scholars. </li><li>System Alignment: Regional toolkit and protocols codified and applied consistently across all sites. </li><li>Goals: Will work with students and families to create and support individualized growth goals for students. </li></ul> <p>Qualifications</p> <ul> <li>Demonstrated commitment to educational equity, antiracism, and inclusive practices. </li><li>Experience working with youth, particularly multilingual learners and/or newcomer students. </li><li>Proven ability to use data for continuous improvement and program adaptation. </li><li>Excellent communication and collaboration skills with diverse stakeholders. </li><li>Strong project and time management abilities in fast-paced, evolving environments. </li><li>Experience designing and delivering adult learning and PD. </li><li>Bilingual (Spanish or other high-incidence language) strongly preferred. </li><li>Familiarity with MTSS, PBIS, restorative practices, and community-based case management. </li></ul> <p>Minimum educational level:</p> <ul> <li>Associate's degree or successful completion of 48 units of college credit or passing of Paraprofessional Test </li><li>Bachelor's degree in Education, Teaching, or related field preferred </li></ul> <p>Experience required:</p> <ul> <li>1+ year working with students as a teacher, teacher intern, or teaching assistant preferred </li><li>Experience working as an educator or on site at a TK-12 school environment for 3 or more years </li><li>Familiarity with LCAP and ELPAC </li><li>Experience working in dynamic, high-performing work environment </li></ul> <p>Physical requirements:</p> <ul> <li>Stand, walk or bend over, kneel, crouch, reach overhead, grasp, push, and pull. Move, lift and/or carry up to 30 pounds to shoulder height </li><li>Sitting, walking or standing for extended periods of time </li><li>Dexterity of hands and fingers to operate a computer keyboard, operate standard office equipment, and use a telephone </li><li>See and read a computer screen and printed matter with or without vision aids </li><li>Read and understand rules and policies, labels, and instructions </li><li>Hear and understand speech at normal levels and on the telephone </li><li>Verbal communications, including the ability to speak and hear at normal room levels and on the telephone </li></ul> <p>Work authorization requirements:</p> <ul> <li>Clear the Department of Justice background screening </li><li>Authorized to work in the United States </li><li>Provide health (TB) clearance (must be renewed every four years) </li></ul> <p>EEO STATEMENT</p> <p>Aspire Public Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.</p> <p>Compensation:</p> <p>Aspire Public Schools is dedicated to our teammate's well-being! In addition to a competitive base salary that is benchmarked against local districts and charter schools, we offer employees exceptional benefits, including paid time off, 100% core health benefits coverage on select plans, life insurance/long-term disability, participation in a CA state retirement plan, tuition reimbursement plan, and adoption assistance program. Our salary schedule based on years of experience for this position type is reflected here:</p> <p>Click here for salary schedule, based on years of experience in a like role.</p> <p>This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.</p>