Student Engagement Consultant

Student Engagement Consultant

Deadline: July 31, 2026

District/Organization: COPESD

Position/Type: Other, full time

Salary: $57,103.72 - $99,549.99

Position Details

Title: Student Engagement Consultant

FLSA: Non-Exempt

Reports to: Director of Special Education

Updated: June 2026

Position Summary

The primary role of the Student Engagement consultant is to collaborate with educators and multidisciplinary teams to

ensure that students with challenging behaviors are adequately supported in the least restrictive environment and to

support educators with the use of evidence-based practices. The Student Engagement consultant will also be a key team

member of the trauma evaluation team to coordinate evaluations as well as assist in report writing and recommendations.

Principal Duties and Responsibilities

(Essential functions in terms of the Americans with Disabilities Act)

• Model and actively work to facilitate the belief that all students can learn and will be most successful when they

can remain in the typical education environment

• Provide behavior coordination, training, modeling, consultation and coaching services effecting positive behavioral

changes in students, the school environment, and the larger community

• Aids schools in the interpretation and use of data for the purpose of monitoring student rates of progress and

adjusting interventions within the educational setting

• Ability to utilize PBIS tools and systems for student and program data collection and to facilitate the review,

measurement of program effectiveness, and fidelity of those systems

• Ability to demonstrate facilitation skills in large and small group meetings
• Ability to develop and meet timelines for completion of projects, tasks, and activities
• Capability to manage multiple projects
• Willingness to engage in continued professional learning to enhance individual skill set related to this position
• Evidence of highly effective communication skills - both verbal and written
• Ability to organize and manage the workload in assigned schools and meet legal mandates and timelines
• Ability to train content, support practices and provide sustained coaching for a School-Wide Positive Behavior

Supports System within local school buildings and individual classrooms

• To effectively support students who are exhibiting social-emotional challenges, by providing school administration,

staff and families with training, strategies, modeling, and coaching to prevent and reduce educational impact

• To help foster the mindset, understanding, culture, and capacity with classroom teachers and administrators

necessary to address the adverse impact of behavioral challenges in a manner that encourages effective

participation and support within the general education setting and the greater community

• To assist school staff with the installation and sustaining of systems and procedures that foster the collection,

review and analysis of student, classroom and building behavioral data, in order to effectively support successful

student outcomes

• To participate in child study and/or other data-based problem solving team meetings, consultations, and

assessment planning meetings to inform instruction and intervention

• Experience developing and providing professional learning and materials through a variety of formats
• Extensive background in the de-escalation of student behavior and the use of Positive Behavior Supports
• Successful experience working with families and community agencies
• Experience in developing group capacity, specifically around an integrated approach to support learning
• Successful experience supporting the building and district wide implementation of MTSS
• Background in providing consultation to districts and parents regarding behavioral issues
• Evidence of training in Cognitive Coaching, Adaptive Schools or equivalent
• Must possess considerable knowledge of effective and varied teaching strategies, classroom accommodations,

modifications and varied assessment techniques.

• Must possess a working knowledge of state and federal regulations and guidelines in PBIS, MTSS, and special

education

• Must have the ability to conduct and interpret functional behavioral assessments in the development of effective

behavior intervention plans

• Must possess knowledge of various methods of data collection and subsequent analysis and interpretation of data

to drive appropriate instructional and behavioral interventions

• Training and experience in the use of Restorative Practices and Trust Based Relational Interventions
• Other duties as assigned by the Supervisor

The above statements are intended to describe the general nature and level of work being performed by a person in this position.

They are not to be construed as an exhaustive list of all duties that may be performed by such a person.

Preferred Employment Qualifications

Education: Master's degree in special education or related special education field required

Experience: Must have a minimum of 5 years direct experience with students demonstrating significant behavioral

challenges in an educational setting, pre-K-12 experience in supporting needs at all levels preferred

Supervisory Responsibilities: Assist in oversight of student engagement paraprofessionals

Certificates, Licenses, or Registrations: CPI trainer preferred

Other Knowledge, Skills, and Abilities: 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 enable individuals with disabilities to perform the essential functions.

Required:

• Current CPI certification; Certified Trainer preferred or willing to pursue; Able to physically assist students when

necessary through the use of CPI transporting and restraint

• Ability to carry out job expectations in the preschool classroom and/or the broader school community with a high

level of professionalism and diplomacy

• Experience working with children with significant behavioral challenges
• Able to interact with students with developmental delays in a manner appropriate to their age/ability level
• Interest and enthusiasm to learn and implement practices necessary to maximize the learning of students with

behavioral challenges

• Ability to be highly engaged in facilitating the growth and learning of students and the adults that support them
• Demonstrate highly developed understanding and use of strategies for preventing the escalation of student

behavior and de-escalation when necessary

• Ability to teach, model and coach effective strategies with students, educators and families for the purpose of

having students be maximally engaged in the educational process

• Able to follow strategies and discipline procedures consistent with behavior intervention plans and individual IEPs
• Able to work effectively as a member of a team as well as independently
• Willingness to attend meetings and training within and outside of the COP ESD to improve skills and effectiveness

related to this role

• Ability to represent the COP ESD in a manner that demonstrates a high level of respect, confidentiality, and

self-efficacy

• Timely, regular, and consistent daily attendance is required.
• Ability to consistently and reliably perform all duties of the position.

Physical Demands: 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. 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 regularly required to manually move, lift, carry, pull or push

heavy objects, materials, or students. There is stooping, bending and reaching.

Work Environment: COPESD- School Setting

The qualifications listed above are guidelines for selection purposes; alternative qualifications may be substituted if sufficient to perform

the duties of the job.

Terms of Employment

Annual Work Days: 183 days/1281 hours during the school year

Salary Scale: Per the COPESD Professional Master Contract 2024-2027

Application Deadline: July 3, 2026 at 3:00 p.m. (or until filled)

Application Procedure: Qualified Applicants may apply in hard copy or email with a Letter of interest, Resume, Application (found on the COPESD website) and Credentials to:

Mrs. Kristi Williams

COPESD

6065 Learning Lane

Indian River, Michigan 49749

Fax: (231) 238-8551

Email: williamsk@copesd.org

This job description is not an employment contract and should not be construed as such. Additionally, no other statement, verbal or written,

is to be interpreted to constitute an employment contract or an employment relationship. Employment in support staff positions with

Cheboygan Otsego Presque Isle Educational Service District (COPESD) is not by annual contract but rather is covered by the current COP

Support Staff collective bargaining agreement and board policy.

This current job description supersedes all prior descriptions and all previous versions of the job description are null and void. This job

description may be amended or modified at any time by the employer. Any such modification will be timely communicated to all affected

employees.

E-mail: williamsk@copesd.org

Website: Link

Attachments: Student-Engagement-Consultant-Posting-June-2026.pdf

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