• Job Description

  Req#: 3033
  Position Type:
  Professional Educator - Secondary/'); 'Equitable Multilevel System of Supports (EMLSS) Site Coordinator
  
  
  Date Posted:
  7/22/2025
  
  
  Location:
  Sun Prairie East High School
  
  
  Date Available:
  08/18/2025
  
  
  Coordinates the school’s academic, behavioral, and social-emotional interventions.
  Supports programming for Tier 2 (Supplemental) and Tier 3 (Intensive) interventions
  • Ensures fidelity of Math, Reading, and Outreach (behavioral) interventions
  • Ensures fidelity of advanced learning program services
  Ensures fidelity of Math, Reading, and Outreach (behavioral) interventions
  Ensures fidelity of advanced learning program services
  Understands how interventions conducted inside and outside of the classroom connect to core instruction specific to district essential standards & intended outcomes
  Attends Universal Data Summits, Leadership for Learning Team (LLTs), Student Support Team (SSTs), and Professional Learning Communities (PLCs) meetings to provide feedback and coaching.
  Participates in K-12 curriculum steering committees with a focus on EMLSS
  Models culturally and linguistically responsive practices in all interactions with staff, students, and families.
  Support site implementation of PBIS, Developmental Designs, Trauma-Sensitive Schools, Data Management, and SEL in collaboration with the Site PBIS Coach and District EMLSS Coordinator
  Compile and analyze behavior data, including behavioral referrals, assigned responses, and disproportionality, and develop plans to improve behavior outcomes.
  Analyze academic data for students receiving Tier 2 and Tier 3 interventions to assess the effectiveness of programming and develop plans to improve academic outcomes
  Promote the use of eduCLIMBER and support staff with the functionality of the tools within the database
  Provides lead guidance for progress monitoring rules with support from the District Coordinator of EMLSS
  Performs other related duties, as assigned, to ensure the efficient and effective functioning of the high school EMLSS system.
  Annually presents the Student Support Team (SST) procedures to the staff
  Responsible for coordinating and facilitating SST meetings
  Oversees the development of student goal plans generated at SST meetings
  Assists principal with supervision and coordination of progress monitoring related to student goal plans
  Identifies student needs, and develops and monitors individual advanced learning plans
  Serves as a resource to students, staff, families, and administration in meeting the varied learning needs of students identified as advanced learners.
  Facilitates the identification process, in collaboration with other staff, of advanced learners. Collaborates to determine necessary testing and review of achievement data for referred students when additional information is needed.
  Maintains an awareness of recent educational research about advanced learners, and advanced programming for traditionally underrepresented populations
  Coordinates middle/high school programming for advanced learning students who are in middle school accessing high school classes
  Supports the social-emotional needs, ACP four-year plans, and post-secondary planning of Advanced Learners in collaboration with the school counselors and College, Career and Life Readiness Coordinator
  Coordinates AP testing, including the exam schedule and accommodations for students
  Coordinates professional development and training of AP staff
  Plans and delivers information for AP opportunities for students and families
  Plans and coordinates AP test preparation sessions
  Develop and implement a system of recruitment and student support to enroll and retain students and specifically historically underserved populations in AP courses
  Hold a Wisconsin Department of Public Education license (educator, social worker, counselor, or school psychologist).
  At least five years of experience working with students in schools.
  Fosters relationships based on trust, confidentiality, and respect.
  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
  Must be able to sit or stand for prolonged periods, up to 6 hours in an eight-hour day, with or without back support.
  Must be able to perform light physical work, frequently lifting up to 10 pounds and occasionally lifting up to 30 pounds without assistance in an indoor setting.
  Must be able to move throughout the building and from building to building.
  Must be able to reach in all directions and bend or stoop to store and retrieve files, use telephone, calculator, computer and other office equipment.
  Must have dexterity and hand/eye coordination necessary to operate computer keyboard and other office equipment such as fax machine, scanner, etc. Hearing activity requires the ability to participate in numerous conversations throughout the day, both in person and over the telephone.
  Must be able to complete job duties in an environment where background noise and frequent interruptions are the norm.
  Must have the ability to maintain concentration and focus on tasks requiring timelines and accuracy.
  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  While performing the duties of this job, the employee is occasionally exposed to outside weather conditions.
  The noise level in the work environment is usually loud.
  2025-26 190 DAY CALENDAR.pdf
  STARTING SALARY: $52,918 + (based on experience)
  
  SUMMARY:
  The Equitable Multi-Level Systems of Support (EMLSS) site coordinator is responsible for positively impacting student behaviors and achievement. Schools provide a continuum or multi-level system of proactive and responsive supports built to match the range of learners’ developmental, academic, behavioral, social, and emotional needs. Supports are equitable and appropriate for the learners being served, validating their knowledge and experiences and acknowledging their diverse identities. Staff, learners, families, and the community are engaged in selecting and implementing these supports. This includes supporting teams by using data-informed decision-making. This position is responsible for the oversight of intervention opportunities for students at the universal, supplemental, and intensive levels, including reading and math intervention, Outreach programming, advanced learning programming, Advanced Placement courses, and the design and delivery of professional development opportunities related to EMLSS during the school year.
  
  ESSENTIAL RESPONSIBILITIES These duties and responsibilities are illustrative only and may include other duties and responsibilities as appropriately assigned.
  
  EMLSS Coordination
  • Coordinates the school’s academic, behavioral, and social-emotional interventions.
  • Supports programming for Tier 2 (Supplemental) and Tier 3 (Intensive) interventions
    • Ensures fidelity of Math, Reading, and Outreach (behavioral) interventions
    • Ensures fidelity of advanced learning program services
  • Understands how interventions conducted inside and outside of the classroom connect to core instruction specific to district essential standards & intended outcomes
  • Attends Universal Data Summits, Leadership for Learning Team (LLTs), Student Support Team (SSTs), and Professional Learning Communities (PLCs) meetings to provide feedback and coaching.
  • Participates in K-12 curriculum steering committees with a focus on EMLSS
  • Models culturally and linguistically responsive practices in all interactions with staff, students, and families.
  • Support site implementation of PBIS, Developmental Designs, Trauma-Sensitive Schools, Data Management, and SEL in collaboration with the Site PBIS Coach and District EMLSS Coordinator
  • Compile and analyze behavior data, including behavioral referrals, assigned responses, and disproportionality, and develop plans to improve behavior outcomes.
  • Analyze academic data for students receiving Tier 2 and Tier 3 interventions to assess the effectiveness of programming and develop plans to improve academic outcomes
  • Promote the use of eduCLIMBER and support staff with the functionality of the tools within the database
  • Provides lead guidance for progress monitoring rules with support from the District Coordinator of EMLSS
  • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the high school EMLSS system.
  • Annually presents the Student Support Team (SST) procedures to the staff
  • Responsible for coordinating and facilitating SST meetings
  • Oversees the development of student goal plans generated at SST meetings
  • Assists principal with supervision and coordination of progress monitoring related to student goal plans
  Advanced Learning Program Coordination
  • Identifies student needs, and develops and monitors individual advanced learning plans
  • Serves as a resource to students, staff, families, and administration in meeting the varied learning needs of students identified as advanced learners.
  • Facilitates the identification process, in collaboration with other staff, of advanced learners. Collaborates to determine necessary testing and review of achievement data for referred students when additional information is needed.
  • Maintains an awareness of recent educational research about advanced learners, and advanced programming for traditionally underrepresented populations
  • Coordinates middle/high school programming for advanced learning students who are in middle school accessing high school classes
  • Supports the social-emotional needs, ACP four-year plans, and post-secondary planning of Advanced Learners in collaboration with the school counselors and College, Career and Life Readiness Coordinator
  Advanced Placement Coordination
  • Coordinates AP testing, including the exam schedule and accommodations for students
  • Coordinates professional development and training of AP staff
  • Plans and delivers information for AP opportunities for students and families
  • Plans and coordinates AP test preparation sessions
  • Develop and implement a system of recruitment and student support to enroll and retain students and specifically historically underserved populations in AP courses
  QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
  
  EDUCATION and/or EXPERIENCE:
  • Hold a Wisconsin Department of Public Education license (educator, social worker, counselor, or school psychologist).
  • At least five years of experience working with students in schools.
  • Fosters relationships based on trust, confidentiality, and respect.
  COMMUNICATION AND LANGUAGE SKILLS:
  Ability to read, analyze, and interpret general business periodicals, professional journals,
  technical procedures, or governmental regulations. Ability to effectively present information and respond to questions from groups of students, peers, administrators, parents, and the general public. Evidence of excellent oral, written, and technology skills. Excellent presenter, group leader, and facilitator. Demonstrated community involvement, networking skills, and positive community relations.
  
  OTHER SKILLS AND ABILITIES:
  Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on building and district goals and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers, parents, administrators, and the community. Ability to communicate clearly and concisely.
  
  MATHEMATICAL SKILLS:
  Ability to add, subtract, multiply, and divide all units of measure, using whole numbers, common fractions, and decimals. Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
  
  ANALYTICAL AND REASONING ABILITY:
  Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables..
  
  TEMPERAMENTS:
  Ability to direct others, work with people, and influence people in their opinions, attitudes, and judgments.
  
  PHYSICAL ATTRIBUTES:
  1. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
  2. Must be able to sit or stand for prolonged periods, up to 6 hours in an eight-hour day, with or without back support.
  3. Must be able to perform light physical work, frequently lifting up to 10 pounds and occasionally lifting up to 30 pounds without assistance in an indoor setting.
  4. Must be able to move throughout the building and from building to building.
  5. Must be able to reach in all directions and bend or stoop to store and retrieve files, use telephone, calculator, computer and other office equipment.
  6. Must have dexterity and hand/eye coordination necessary to operate computer keyboard and other office equipment such as fax machine, scanner, etc. Hearing activity requires the ability to participate in numerous conversations throughout the day, both in person and over the telephone.
  7. Must be able to complete job duties in an environment where background noise and frequent interruptions are the norm.
  8. Must have the ability to maintain concentration and focus on tasks requiring timelines and accuracy.
  WORK ENVIRONMENT:
  1. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
  2. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  3. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions.
  4. The noise level in the work environment is usually loud.
  CERTIFICATES, LICENSES:
  Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction teaching or administrative license. Valid driver’s license.
  
  PHYSICAL REQUIREMENTS:
  Shall complete a physical examination as required by Wisconsin Statute 118.25.
  
  

• About the company

  Sun Prairie High School is a public high school in Sun Prairie, Wisconsin, United States.

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