Virtual Learning Program - Washington, United States - KIPP DC

Description

24-25 Virtual Learning Program - Manager of Student Success

NOTE: This role will close at noon on Tuesday, May 28.

About KIPP DC Public Schools

By 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes. We are a network of twenty schools and two specialized programs educating over 7,000 students and employing 1,400 teachers, leaders, and staff members dedicated to our mission. As part of the KIPP network's 255 schools, we share best practices and innovations with our peers across the city and country.

Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We pride ourselves on providing unparalleled professional development and leadership opportunities. We acknowledge the demands of the teaching profession and continually seek to improve sustainability, benefits, and support for teachers. We are seeking staff who are passionate about educational equity, driven by student and family relationships, and constantly seeking to grow.

Position Overview

The manager of student success is a key member of the Virtual Learning Program (VLP) staff and leads all efforts around intervention in instruction, assessment, and attendance; designed to help students and families find success in the virtual environment. This role is based in Washington, DC, requiring in-person work at the Shaw campus five days a week from 7:30am-5:00pm, along with frequent travel for home visits to individual students and families, and a whole-child approach to programming. The manager of student success is responsible for analyzing, problem solving, and leading staff in academic and attendance program data and along with leadership of the intervention program in an effort to drive instructional decisions and results. The manager will work cooperatively with staff, families, and students towards establishing and maintaining a robust academic and behavior intervention program. This role is exempt and will report to the Director of the Virtual Learning Program.

Key Responsibilities

Student & Family Engagement, Support, & Outreach

• Create a seamless intake process for students that includes an in-person in-depth interview with both students and families as well as a review of all existing data for each student
• Track attendance data for each student and intervene immediately if there are any attendance concerns
• Ensure each family/student has the necessary hardware, software, internet access to be successful in the program
• Identify and implement personalized wraparound services for each student and guardian using all available resources and city-wide services

Data Analysis

• Utilizing a variety of tools, create and maintain both individual student data and aggregate school-wide academic data. This data includes everything related to student academic achievement and likely includes: STEP, Lexile, math fluency data. It also includes attendance.
• Monitor attendance data and complete weekly updates for the school leadership team.
• Be able to share general school-wide results/trends as well as specific individual student analysis.
• Develop and share with students/parents/colleagues; areas of school-wide focus and individual student focus on a regular cadence
• Monitor the use of real-time data dashboards and platforms to support strategic decisions at the school level. Seek feedback from teammates and end users to improve the product. Provide training and coaching on tool use.
• Maintain and manage student, teacher, and organizational data related to student assessments, academics, attendance, and behavior to inform instructional practices and organizational decisions.
• Support school-level data management, including test administration and attendance taking.
• Build positive relationships with stakeholders in order to encourage their questions and surface opportunities to provide support.
• Assist in building capacity among stakeholders to better use academic data, analytical tools, instructional technology, and rigorous analyses to improve instructional planning, monitor student and school progress, and drive student growth and achievement.
• Use data team's or stakeholders' assessment of future data needs to execute a data strategy to meet those needs.

Intervention

• Research, develop, teach and deploy research-based strategies, materials, and techniques to support all students in classrooms using small groups and all other students who are experiencing learning difficulties.
• Develop an "early warning system" to identify students at risk of academic difficulties. Coordinate and facilitate the successful implementation of academic interventions for students at risk of not meeting grade level or end of course standards using a tiered system of support.
• Provide interventions to students that are progress-monitored through on-going assessments.
• Develop and implement structures for collaboration with academic stakeholders (teachers, parents, students).
• Lead the planning, implementation and evaluation of new programs and/or the modification of existing programs to meet the unique learning needs of students, including the development of additional pathways for student learning.
• Identify and refer families and students to MHPs if there are any mental health concerns/need for a referral to outside counseling
• Hold weekly campus office hours for families to access quick information/problem-solving s - these hours should be scheduled at a consistent time that families can attend e.g. 5:00 pm

Schoolwide Training and Support

• Alongside the Director, assist and support classroom teachers in addressing student learning gaps. The manager will do this by planning, implementing and evaluating new programs and/or modifying existing programs to meet the unique learning needs of students, including the development of additional pathways for student learning.
• Develop, document, and maintain ongoing student academic plans.
• Train, coach and model for virtual teachers in order to develop, implement, and sustain a coherent system of interventions.
• Work alongside Mental Health Providers to lead and direct all behavior related interventions.
• Plan and lead intervention specific meetings and staff wide professional development. Communicate information to all stakeholders.
• Provide individual and small group instruction as necessary
• Teach 2-3 enrichment sections per week
• Provide coverage for teachers as necessary
• Problem solve with teachers on issues regarding struggling students to identify antecedents of poor academic achievement and develop plans to bring students to a minimum of grade level achievement.
• Collaborate with the academic team to monitor academic needs in classrooms and create/document plans for success.
• Provide network support in various capacities, as needed.

Qualifications

• Bachelor's Degree (required)
• 4 years experience in K-12 teaching (required)
• 2 years experience as a teacher or leader in 5th-8th grades (required)
• 1 year experience teaching or leading with a virtual school (required)
• School leadership preferred (dean, vice principal, grade level chair, etc.)
• Experience leading or working with a MTSS team preferred
• Knowledge and experience implementing academic intervention programs, not limited to: Wilson Reading Program, STEP Assessment, and/or Lexile Assessment
• Robust quantitative and analytical skills, including experience working with large datasets to derive insights
• Outstanding project management and organizational skills, and extraordinary attention to detail
• Strong analytic, strategic, and problem-solving skills - ability to analyze data and modify approaches accordingly
• Strong communication skills - ability to convey information in a way that is strategic, honest, timely, and respectful
• Experience working with multiple stakeholders, partners, and audiences
• Results-oriented team player who is dedicated to getting the job done
• Ability to work in a fast-paced environment under tight deadlines
• Unquestioned integrity and commitment to KIPP DC's mission
• Flexibility, tenacity, high-quality work, resourcefulness, and teamwork

Other Preferred Experience

• Advanced skills with MS Excel
• Experience and knowledge of academic and behavior interventions to support high quality instruction for all students and to meet student's individual needs
• Ability to guide staff in delivering instruction to beginning readers incorporating core, supplemental, and intervention program materials and screening, diagnostic, and outcome assessments

Compensation & Benefits

• The anticipated starting salary for this position is $84,179-$103,984. At KIPP DC we strive for clarity, equity, and to be highly competitive. When determining salaries we look at benchmarks in the education and non-profit sector.
• KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical.
• KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years.
• Currently, individuals in this role have up to 10 paid sick days, 12 paid holidays, paid Thanksgiving week break, winter break, spring break, and summer break. This is subject to change and your exact schedule will be shared in your offer letter.
• All employees who use public transit through WMATA are eligible for pre-tax deductions for transportation costs.
• This position must be fully on-site (5 days a week) given the nature of the role.

Equal Opportunity Employer
KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law.
Click here or here to review KIPP DC's non-discrimination policy and KIPP DC's Title IX Coordinator's contact information.