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Refocus Coordinator: 708 - Millard High School |
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| Requirements | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Responsibilities
Refocus and Behavioral Support
• Provide a safe, structured Refocus Room environment for secondary students referred for minor-to-moderate behavioral concerns, emotional regulation, or short-term academic support.
• Provide brief, structured self-regulation interventions, generally 5-10 minutes, using District-approved coping and de-escalation strategies to help students return to class.
• Assist with behavior regulation, de-escalation strategies, and safe response procedures as trained.
• Refer students who need more than a brief Refocus intervention to the school counselor; promptly refer student safety concerns or Safe School violations to the appropriate administrator or professional under school procedures.
• Support individual student behavior plans and Tier II interventions established by teachers, counselors, administrators, and MTSS teams.
• Help students reflect on behavior, practice appropriate alternatives, and track their own progress when Refocus visits recur.
Academic Support
• Provide study hall and lunchtime homework support as assigned; collaborate with teachers to help students obtain, organize, and complete coursework and develop identified academic skills.
• Maintain tracking folders or other academic accountability systems to support communication between home and school.
• Monitor attendance, missing assignments, failing grades, behavior changes, and Refocus patterns; communicate concerns and possible needs for additional support to counselors, administrators, and teachers.
Communication, Confidentiality, and Documentation
• Maintain accurate service logs, student records, and required documentation
• Document Refocus visits, interventions, student responses, and disposition in school-approved systems such as Google Forms; compile requested utilization and progress reports.
• Maintain the confidentiality of student information in accordance with FERPA, District policy, and applicable law.
• Communicate professionally and respectfully with students, parents or guardians, District employees, and the public within the scope of the assigned role.
• Contact parents or guardians regarding assigned student-support concerns in accordance with school procedures and document contacts in PowerSchool or another District-approved system.
Team and Program Support
• Participate in team meetings, including MTSS and intervention planning
• Participate in Direct Service, CARE, counseling, or other assigned student-support meetings and share relevant documentation; at DMS, attend the twice-monthly Direct Service Team meetings led by the school counselor.
• Schedule and prepare for CARE meetings as assigned, including current failing-grade reports, FOCUS list updates, Refocus data, and information requested by administration.
• Support PBIS and student leadership programs as assigned, including Eagle Ambassador leadership at MHS.
• Supervise and facilitate the MHS Teen Center program when assigned.
• Participate in the MHS Counseling Center team and weekly administrative meetings when assigned; assist qualified staff with planning and implementing student wellness and mental-health awareness programs.
• Assist or co-teach Personal Wellness for seventh- and eighth-grade students at DMS when assigned, under the direction of the school counselor or other appropriate licensed personnel.
Training and Other Duties
• Provide assigned routine health-related student support only as trained and authorized, following student health plans and school nurse direction; promptly refer concerns beyond the assigned role.
• Participate in required trainings and professional development
• Provide educational and student support within the assigned role and refer needs requiring counseling, mental-health treatment, nursing, or administrative action to the appropriate professional.
• Perform other duties as assigned
Qualifications Required Education
• High school diploma, adult high school diploma, or G.E.D.
Required Skills and Abilities
• Ability to work effectively and patiently with secondary students experiencing academic, behavioral, or emotional difficulties while maintaining appropriate professional relationships and boundaries.
• Ability to remain alert, patient, calm, and responsive in challenging or rapidly changing situations.
• Clear oral and written communication skills with students, staff, and parents.
• Ability to maintain confidentiality and exercise sound judgment when handling sensitive student information.
• Ability to work independently and as part of a team.
• Basic computer and technology proficiency
• Ability to use or learn Google Workspace, PowerSchool, electronic forms, spreadsheets, and other District-approved systems to maintain accurate student logs, reports, and communications.
• Willingness to complete District-required training related to student support, behavior, safety, or personal care.
• Must also meet one of the following:
Preferred Qualifications
• Prior experience working with, mentoring, or tutoring adolescents.
• Experience providing academic intervention or student support in a school or youth-services setting.
• Knowledge of MTSS, PBIS, restorative practices, or school-based behavior interventions.
• Training or experience with de-escalation and emotional self-regulation, including DBT-informed coping strategies appropriate to a non-clinical educational setting.
• Completion of at least 48 semester hours of qualifying post-secondary study
• Associate’s degree or higher
• Passing score on the Master Teacher Assessment demonstrating ability to assist in reading, writing, and mathematics |
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| Description | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Job Description
The Refocus Coordinator provides a safe, structured, and supportive environment for students who need short-term behavioral, emotional, or academic intervention outside of the regular classroom setting. The Coordinator assists students in developing self-regulation skills, addressing behaviors that interfere with learning, completing assigned coursework, and successfully returning to the classroom environment.
The Refocus Coordinator works as a member of the school's Multi-Tiered System of Supports (MTSS) and student services teams and collaborates closely with administrators, counselors, teachers, parents/guardians, and other school personnel to identify and address student needs.
This position provides Tier II student support and does not replace the responsibilities of licensed school counselors, mental-health providers, special education personnel, school nurses, or school administrators. |
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| Application Procedure | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Benefits
Compensation & Salary Placement
• Compensation is determined according to the Millard School District Classified Salary Schedule or approved hourly rate for the position.
• Scheduled hours and work calendar are assigned according to the position and District need.
Benefits Eligibility
• Part-time benefits eligibility is determined by scheduled hours, average weekly hours, employment classification, District policy, and applicable law.
• Health insurance eligibility is determined by applicable eligibility thresholds.
• Employees may qualify for Utah Retirement Systems (URS) participation under applicable state eligibility requirements.
Leave & Support
• Paid leave, holidays, or other benefits are provided only if applicable based on employment classification, assigned schedule, and District policy.
• Training and professional development may be provided based on position responsibilities and District needs.
Application Process
Complete Online Application:
All applicants must apply online through the Millard School District Applicant Portal: https://ap1.erplinq.com/millardk12
Required Application Materials:
• Current résumé outlining education, work history, and relevant experience
• Two (2) current letters of recommendation
• Documentation demonstrating completion of the required Title I paraprofessional education standard.
• Acceptable documentation may include one of the following:
• Verification of 48 semester hours
• Associate’s degree or higher
• Passing score on the Master Teacher Assessment for instructional support roles
Screening and Interviews:
• Applications will be screened for completeness and minimum qualifications.
Meeting minimum qualifications does not guarantee an interview.
Selected applicants will be contacted by the school principal, supervisor, or hiring committee.
Selection and Notification:
Final candidates will be notified by the District Human Resources Office.
Employment is contingent upon completion of all onboarding requirements.
Background Check Requirement:
Employment is contingent upon successful completion of a criminal background check.
Employment eligibility verification must be completed prior to the first day of employment. |
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