Business Data Analyst Senior

We need to produce HTML fragment with headings

for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections where posting has real specific content. We must not repeat job title as heading. No Job ID etc. Remove boilerplate. We need to extract content: Overview of Position (description). Essential Functions with percentages. Other Functions. Relevant Competencies (list of competencies). Knowledge, Skills And Abilities (list). Desired: Knowledge of and previous use of additional data analysis and reporting tools such as SPSS statistical software is preferred. Familiarity with the State Educational Data System (EDS) and State reporting guidelines. Beginning SQL programming and data extraction skills. Experience/Education Typical Qualifications (list). Clearances (Criminal Justice fingerprinting and background check). Benefits info: Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Click Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits. Salary Schedule: "Please find the salary schedule associated with this role and others like it 01" (no actual schedule). That seems like placeholder; we should not create Pay section unless posting actually states them. It says "Please find the salary schedule associated with this role and others like it 01" – no actual numbers, so we should not create Pay section. Benefits: we have some info about benefits eligibility; that's specific enough to include Benefits section. Schedule: not mentioned. So we may include About the role (overview), Responsibilities (essential functions + other functions), Requirements (maybe Experience/Education Typical Qualifications + Clearances?), Qualifications (maybe same as Requirements? We need to decide). The instructions: Use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). We need to map content appropriately. We have: - Overview Of Position: description -> About the role. - Essential Functions: list of duties with percentages -> Responsibilities. - Other Functions: also duties -> could be part of Responsibilities. - Relevant Competencies: list of competencies -> could be Skills? Or maybe Qualifications? The heading Skills is appropriate for competencies like Organizing, Functional/Technical Skills, Interpersonal Skills, Intellectual Acumen, District-wide Core Competencies (Collaboration, Getting Results, Decision Quality & Problem Solving, Integrity, Accountability). Those are skills/competencies. - Knowledge, Skills And Abilities: list of specific KSAs -> could be Qualifications or Skills. But we already used Skills for competencies; maybe we put Knowledge, Skills And Abilities under Qualifications. Or we could have both Skills and Qualifications sections. The instruction: Prefer a few substantive sections over many thin ones. So we might combine. We have also Desired: additional desired qualifications. Experience/Education Typical Qualifications: typical qualifications. Clearances: maybe part of Requirements. Benefits: we have benefits eligibility info. Thus we could have sections: - About the role (overview) - Responsibilities (essential functions + other functions) - Qualifications (Experience/Education Typical Qualifications + Desired + Clearances) - Skills (Relevant Competencies + Knowledge, Skills And Abilities) - Benefits (benefits eligibility) We should not include Pay or Schedule. We must not repeat job title as heading. We must use

for each section heading. Inside sections, use

for prose,

• for lists. We need to preserve all substantive information, not invent or summarize away detail. Must not omit details. We need to extract the details precisely. Let's parse the content. Overview Of Position: "This position creates and submits required monthly compliance reports to the State's Office of the Superintendent of Public Instruction (OSPI). Ensures the timeliness and accuracy of these reports by frequently interacting with school personnel and other District staff." That's the overview. Essential Functions: broken down by percentages. We need to preserve the percentages and details. Let's copy each bullet. 60%: "Coordinates with the Business Intelligence team, to coordinate, analyze, reconcile and complete monthly student data compliance reporting required by the State of Washington. Ensures the accuracy of reported data, compliance with State enrollment reporting standards, and reconciliation and adjustment of enrollment.Coordinates with other departments (Special Education, Enrollment Planning, Budget, etc.) to ensure District-level consistency of information reported; coordinates with local and State reporting agencies to ensure that reports are submitted to OSPI in a timely manner." Note there is some repetition; we should keep as is. 15%: "Acts as liaison to appropriate school and district staff to ensure district policies and procedures related to compliance reporting are followed to maintain accuracy and completeness of data entered.Coordinates with other groups within Department of Technical Services (DoTS) to ensure documentation and procedures used by the central student data system are correct and up to date.Includes interaction with school staff to ensure accuracy and completeness of data provided as necessary.Inform and instruct staff on correct procedures, timelines and policies needed for compliance reporting." 10%: "Designs and develops quality assurance methods to identify trends, discrepancies and confirm accuracy of data.Uses appropriate analysis and reporting tools such as SPSS, Microsoft Excel, or SQL to perform quality assurance on key identified metrics and to identify emerging trends.Ensures approaches are documented, standardized and replicable for consistent results.Identifies opportunities and recommends changes for process or system improvement to maximize revenue, timeliness, accuracy and compliance in reporting, and helps implement systemic process improvements.This position requires frequent interaction with school registrars and frequent communication with district and State personnel to ensure accuracy of student data and compliance with reporting requirements." 5%: "Designs and creates management reports to help proactively monitor internal performance, productivity and compliance using information from a variety of systems.Generates ad hoc reports for management to help monitor compliance, accuracy and timeliness of data entry and reporting related to special education.Under supervision and guidance, prepares response to audit requests for information.Generates reports of aggregated and/or student-level data for various requesters, including schools, central administrative staff, and other external requesters, including State and Federal auditors." 5%: "Works with State personnel and OSPI Educational Data System (EDS) software programs to monitor changes in compliance reporting.Generates required State student identification data as necessary to integrate into central reporting." 5%: "Document and archive processes and data for archival backup and auditing purposes." Other Functions: "Responsible for streamlining, maintaining, and documenting processes that support state reporting including the generation and maintenance of required State data system student IDs and school/principal profiles.Responsible for submitting reports that hold state and federal funding implications, directs resources district-wide and determination level for the district by OSPI. Reliability of data submitted is crucial to the district's compliance with government programs.May perform related duties consistent with the scope and intent of the position." Relevant Competencies: list of competencies with descriptions. We need to preserve each competency heading and its description. Let's extract: Organizing: "Can marshal resources (people, funding, material, support) to get things done; can orchestrate multiple activities at once to accomplish a goal; uses resources effectively and efficiently; arranges information and files in a useful manner Identifies and prioritizes critical activities and tasks to achieve results. Ensures that materials and information are prepared to maximize productivity.Knows how to get things done both through formal and informal channels." Functional/Technical Skills: "Possesses required functional and technical knowledge and skills to do his or her job at a high level of accomplishment; demonstrates active interest and ability to enhance and apply new functional skills. Understands the technical aspects of the job and keeps up-to-date on key technical or functional aspects of the job.Applies appropriate technical/functional knowledge to address situations in a timely manner.Thinks of ways to apply new developments to improve organizational performance.Shares expertise and skills with others when appropriate." Interpersonal Skills: "Is warm and easy to approach; builds constructive and effective relationships; uses diplomacy and tact to diffuse tense situations; has a style and charm that immediately puts others at ease and disarms hostility. Relates well with others.Builds constructive and effective relationships.Considers and responds appropriately to the needs and feelings of different situations.Is tactful, diplomatic and demonstrates consistency and fairness." Intellectual Acumen: "Is intelligent and capable; deals with concepts and complexity comfortably; is good at learning and deciphering new knowledge; able to assimilate new skills independently. Demonstrates and is described as someone who is intellectually sharp, agile and capable.Handles concepts and complexity comfortably.Demonstrates the ability to comfortably shift thinking on a dime." District-wide Core Competencies: then sub-items: Collaboration: "Develops cooperation and teamwork while participating in a group, working toward solutions which generally benefit all involved parties. Is seen as a team player who encourages efficient and effective collaborations.Works skillfully in difficult situations with both internal and external groups.Represents his/her own interests while being open-minded to other groups.Builds respectful and productive relationships internally and externally." Getting Results (Action Oriented): "Performs work with energy and drive; values planning, but will take quick, decisive action when an opportunity presents itself. Demonstrates a strong sense of urgency about solving problems and getting work done.Focuses on achieving the goal even in the face of obstacles.Assumes responsibility for starting and finishing work with minimal supervision.Strives for new levels of performance." Decision Quality & Problem Solving: "Uses analysis, wisdom, experience and logical methods to make good decisions and solve difficult problems with effective solutions; appropriately incorporates multiple inputs to establish shared ownership and effective action. Weighs the consequences of options before making a decision.Applies appropriate criteria to situations for the purpose of making decisions.Displays self-confidence in own judgment.Focuses in the facts and solutions instead of opinions and problems." Integrity: "Is widely trusted; is seen as a direct, truthful individual; presents truthful information in an appropriate and helpful manner; keeps confidences; admits mistakes; doesn’t misrepresent him/herself for personal gain. Deals with people and situations in an honest and forthright manner.Represents information and data accurately and completely.Represents the confidentiality of information and concerns shared by others.Takes ownership if a mistake is their own and does not blame others." Accountability: "Holds self and others accountable for measurable high-quality, timely and cost-effective results; determines objectives, sets priorities and delegates work; accepts responsibility for mistakes; complies with established control systems and rules. Takes responsibility and action as if the risks (financial or otherwise) are his or her own.Holds individuals and team accountable for their actions and results.Initiates action even if outcome is uncertain and is willing to accept the consequences of failure. Aligns own activities and priorities to meet broader organizational needs.Demonstrates courage and confidence in his or her own ability." Knowledge, Skills And Abilities: list: "Strong systematic problem solving skills.Applies appropriate tools for data analytics, statistics, and data insights reporting.Knowledge of or ability to learn and use SPSS (Statistical Package for the Social Sciences) software and/or SQL.Uses advanced skills with data analysis, reporting and presentation tools such as Microsoft Excel (pivot tables, graphing, macros, formulas, linking multiple data sets, etc.).Data structures, complex transactional systems structures and reporting.Compliance-based reporting methods.Process development/ auditability and repeatability and use of Electronic Student Information System software or similar large scale educational student data software systems educational student data management processes and procedures.Knows best practices in data management.Process documentation and development.Ability to learn and use Tableau.Familiar with legal requirements related to state and federal reporting related to K-12 special education.Demonstrated experience working with systems, processes or reporting to ensure legal compliance.Detail oriented.Coordinate and organize multiple reports to meet deadlines.Strong verbal and written communication skills." Desired: "Knowledge of and previous use of additional data analysis and reporting tools such as SPSS statistical software is preferred.Familiarity with the State Educational Data System (EDS) and State reporting guidelines.Beginning SQL