Coordinated School Health Services - Program Manager-Attendance & Discipline - 1.0FTE

Overview Of Position The Program Manager of Discipline, Attendance, Restraint & Isolation provides strategic leadership and oversight for districtwide attendance, discipline, restraint, and isolation systems. The position ensures compliance with District policies, School Board procedures, state and federal laws, and legal mandates while advancing goals related to instructional time, student engagement, educational equity, and the reduction of racial disproportionality in discipline. The Program Manager oversees discipline appeals, truancy hearings, attendance interventions, and restraint and isolation compliance processes. The role provides guidance, training, and technical assistance to school leaders to support consistent implementation of policies, procedures, and evidence-based practices that promote safe, supportive, and equitable learning environments. A key responsibility is analyzing attendance, discipline, restraint, and isolation data to identify trends, disparities, and barriers to student success. The Program Manager develops reports and recommendations, evaluates the effectiveness of interventions, and uses data to drive continuous improvement, inform decision-making, and strengthen student outcomes. Working collaboratively with school leaders, District departments, families, community partners, and government agencies, the Program Manager advances prevention and intervention strategies, promotes alternatives to exclusionary discipline, and supports efforts to remove barriers to educational access and opportunity for all students. Essential Functions 20% Collaborates with other departmental and divisional programs (MTSS, Special Education, Race & Equity, Safety & Security, General Counsel, School & Community Partnerships) to evaluate the impact of contemporary discipline practices and to advance and monitor the implementation of evidence-based practices which offer alternatives to suspension and expulsion (trauma-informed practice, adverse childhood experiences, restorative practices and approaches, Positive Behavior Intervention Support framework) Works collaboratively with community members, local and regional government, non-profit agencies, and private partnerships to focus resources toward alternatives to suspension, restorative practices and other discipline reform efforts; prepares necessary data analysis, updates, and reports to inform decision-making. Monitors District progress related to strategies designed to reduce disproportional discipline practices and special education referrals. 20% Oversees implementation, coordination, and compliance of student discipline processes required by WAC 392-400; facilitates annual training of school administrators in relevant District policies and procedures. Advises school administrators regarding student discipline matters; serves as the designee of the superintendent to receive student disciplinary action notices (NDAs). Manages and facilitates discipline appeal hearings; maintains discipline records for the Archives. Coordinates with school staff appropriate placement of disciplined students and student re-entry from expulsion and student behavior hearings. Promotes a successful plan of intervention and preventive measures at the earliest stages of student behaviors with the goal of significantly reducing the escalation of student behavioral issues into suspensions or expulsions. 20% Oversees implementation, coordination, and compliance of attendance activities for SPS required under RCW 28A, the Compulsory Attendance Law and Becca Law. Creates and uses appropriate computer programs and court documents for filing truancy petitions; files truancy petitions with King County Superior Court (Juvenile truancy court). Prepares necessary data analysis, updates, and reports as requested; provides consult/training to school administrators and intervention staff; facilitates attendance/truancy workshops; attends Juvenile Truancy Court. 15% Develops and recommends District guidelines and procedures and school board policies for student discipline, attendance, and student truancy as needed. Monitors changes in and ensures compliance with state and federal laws and regulations governing student discipline and student truancy; adheres with legal timelines; leads community processes including community engagement around discipline policy development. Provides administrative and technical support to ensure regulations are met for tracking student data applicable to truancy and discipline. Completes appropriate reporting to OSPI. 10% Provides for distribution to families required attendance/truancy and discipline documents (Student Rights and Responsibilities). Responds to parents, staff, and public inquiries and complaints in the areas of attendance/truancy and discipline. 5% Plans, assigns, manages, and supervises assigned staff; recommends hiring, placement, and dismissal of staff. Evaluates performance and ensures adequate staff development and cross-training. Coordinates/leads staff meetings. 5% Develops and manages budgets. Regularly reviews opportunity to seek federal, state, local, and private grant funding relating to departmental program needs; regularly reviews opportunities for federal, state, local and private grant funding. Develops competitive grant proposals. Manages the attendance & truancy and student discipline web pages. 5% Maintains positive and accountable relationships with students, families, staff, and community. Represents the District and the Department in meetings with building administrators and non-District agencies and organizations consistent with the scope and intent of the position. Other Functions Attends or participates in all required departmental meetings, District staff and committee meetings, professional development activities, and other activities deemed necessary by the District or Director, in order to accomplish the objectives of the position and for professional achievement. Participates in ongoing training to enhance professional skills. May perform related duties consistent with the scope and intent of the position. Required District-wide Core Competencies 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. Other Relevant Competencies Functional / Technical Skills Possesses required functional and technical knowledge and skills to do his/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. Customer Focus Commits to meeting the expectations and requirements of internal and external stakeholders; acts with stakeholders in mind; values importance of providing high-quality customer service. Makes customers and their needs a primary focus of his/her actions. Thinks ahead and considers the impact of actions both internally and externally. Develops trust, credibility and maintains strong relationships with customers. Goes the extra mile to satisfy customer needs and expectations Written Communications Is able to write clearly and succinctly in a variety of communication settings and styles; can get messages across that instigate appropriate actions. Organizes and presents information in writing in a clear and convincing manner. Uses appropriate writing style and tailors writing to meet the needs of the audience. Uses correct spelling, grammar and punctuation. Valuing Diversity Manages all kinds and classes of people equitably; supports equal and fair treatment and opportunity for all; fosters a climate of inclusion, where diverse thoughts are freely shared and integrated. Values diversity as demonstrated in hiring decisions, delegating work, team forms and interaction with others. Demonstrates respect for all people from all walks of life. Seeks out different points of view and leverages the benefits of different perspectives. 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, including effects of institutional racism Displays self-confidence in own judgment Focuses in the facts and solutions instead of opinions and problems Performs equity analysis related to decisions Required Knowledge, Skills & Abilities Familiar with District, state, and federal laws and regulations related to student discipline, truancy, and homeless students. Budget development and accountability systems. Knowledge of District's Code of Prohibited Conduct and ability to explain it to administrators, staff, parents, and community members. Proficient with Outlook, Power School, MS Word, PowerPoint, Excel, SAP. Proficient in oral and written communications. Skilled in evaluating and assessing the effectiveness of processes and staff. Skilled in grant-writing. Effectively represents the District before the public. Provides leadership for a complex process and to staff assigned within department. Establishes and maintains effective working relationships with District staff and administrators, students, parents or guardians, community agencies, and the community in a multicultural community. Coordinates multiple activities simultaneously. Education/Experience Typical Qualifications A typical way to obtain the knowledge and abilities would be: Two years of program management or administrative experience in an urban school system with culturally and racially diverse student population; two years of administrative experience in a school; experience with trauma-informed practices, PBIS framework, restorative practices and approaches preferred; Master's degree in Education, Social Work, Public Administration or closely related field including social service related fields; or an equivalent combination of education and experience. Any equivalent combination of education, experience and training that provides the required knowledge, skills and abilities to perform the work will be considered. Certifications & Licenses Valid Washington State driver's license or evidence of equivalent mobility. Valid Washington State Teaching Certificate; Educational Staff Associate (ESA) Certification; Washington State Administrative Credential or be eligible to obtain certification and/or licenses preferred. Continuing Education/Training Any training requirements to maintain credentials Clearances Criminal Justice fingerprint and background check 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 Are you a current Seattle Public Schools employee in a permanent FTE position? YesNo 02 Do you hold a Master's degree in Education, Social Work, Public Administration or closely related field including social service related fields? YesNo 03 If you are a current employee, what is your current job title? (Please type "N/A" if this question does not apply to you). 04 Do you have experience with trauma-informed practices, PBIS framework, restorative practices and approaches? YesNo 05 Please briefly describe your experience with trauma-informed practices, PBIS framework, restorative practices and approaches. 06 Do you have two (2) or more years of program management or administrative experience in an urban school system with culturally and racially diverse student population? YesNo 07 Please briefly describe your program management or administrative experience in an urban school system with culturally and racially diverse student population. 08 Do you have two (2) or more years of administrative experience in a school? YesNo Required Question