ALPINE COUNTY UNIFIED SCHOOL DISTRICT

COMMUNITY/NATIVE LIAISON

 REPORTS T0: Director of Student Support Services

 SUPERVISES: No supervisory responsibilities

 WORK DAYS: Full Time (260 days, 8 hours per day)

SALARY SCHEDULE: Range O on the District/County Classified Salary Schedule 

Starting Salary Range DOE: $21.72 - $26.15 / hr

Education Stipends Available

DEFINITION:

The Community/Native Liaison is responsible for serving all Alpine County schools, with a primary focus on supporting Native American and at-risk students. This position works to improve student engagement, reduce absenteeism, and foster positive relationships between students, families, and schools. The Liaison acts as a bridge between the school system, Native American tribes, and other community organizations to ensure cultural understanding and access to necessary support services.

QUALIFICATIONS:

Required:

1. Bachelor’s degree in a related field such as education, social work, or Native American studies.
2. Experience working with Native American families or post-secondary coursework related to Native American studies.
3. Experience working in an educational setting.
4. Valid driver’s license.

Preferred:

1.  Experience in grant writing or compliance management, particularly with McKinney-Vento, Foster Youth, or Impact Aid grants.
2.  Knowledge of cultural competency practices, specifically related to Native American communities.
3.  Experience in community outreach or collaboration with tribal governments, wellness centers, or social service agencies.
4.  Experience in program coordination and data reporting for federally funded educational programs.
5.  Familiarity with restorative justice practices or similar educational frameworks aimed at improving student outcomes.

KNOWLEDGE AND ABILITY:

1. Knowledge of SEL (social emotional learning) or other group dynamics and the facilitation of such group discussions.
2. Knowledge of trauma and its impact on student learning and behaviors and appropriate interventions.
3. Knowledge of how to solve practical problems.
4. Knowledge of methods and strategies related to development of school and community liaison processes.
5. Ability to plan, manage, and schedule a number of activities, meetings, and/or events.
6. Ability to gather, prepare, and maintain data and accurate records. 
7. Ability to consult, provide information to, establish, and maintain relationships and confidentiality with parents/guardians, agencies, and staff.
8. Ability to set priorities, adapt to changes in work priorities, and work flexible hours.
9. Ability to work with a diversity of individuals and/or groups in a wide variety of circumstances.

KEY RESPONSIBILITIES

•  Grant Compliance & Reporting: Manages and coordinates all grants that fund this position, ensuring adherence to specific grant requirements from McKinney-Vento, Foster Youth, and Impact Aid. This includes regular data collection, reporting, and programmatic updates that align with LCAP (Local Control and Accountability Plan) goals and federal/state regulations.
  •  McKinney-Vento: Ensures that homeless students receive equal access to educational programs, supports, and services, including transportation and tutoring, as required under the McKinney-Vento Act.
  •  Foster Youth: Works with foster care agencies, families, and social workers to support the unique needs of foster youth students, ensuring compliance with education stability requirements, including school of origin, transportation, and academic support services.
  •  Impact Aid: Provides regular reports and updates on programs related to Native American students and other impacted populations, ensuring that the district meets federal Impact Aid requirements for program eligibility.
  •  Other Grants as needed
• Student & Family Advocacy: Identifies and supports Native American, homeless, foster youth, and at-risk students, ensuring that they have access to educational resources and services. Facilitates communication between families and the school district, providing resources to overcome barriers to academic success.
• Coordination with Wellness Center & External Agencies: Collaborates with the Alpine Schools Wellness Center, tribal organizations, foster care agencies, and community services to provide comprehensive support for students and families. Facilitates access to mental health, wellness, and social services to address the needs of vulnerable populations.
• Cultural Advocacy & Communication: Promotes cultural understanding and sensitivity within the district, especially related to Native American traditions and values. Develops, implements, or coordinates programs that foster cultural pride and improve academic outcomes for Native American students.
• Absenteeism Reduction: Develops targeted intervention strategies to reduce absenteeism among homeless, foster youth, and other at-risk students. Works closely with families and community resources to address barriers to consistent school attendance.
• Program Updates & Community Engagement: Provides regular program updates to stakeholders, including school leadership, tribal councils, and community organizations. Ensures alignment with district priorities, LCAP goals, and grant requirements, fostering collaboration between schools, families, and the community.

 ESSENTIAL DUTIES/TASKS:

1. Collaborates with and acts as a resource for Native American or at-risk pre-k to high school students and families and serves as liaison between Native American students, families, staff, tribal communities, and the community at large. 
2. Coordinates assigned programs, groups, workshops, and parent participation in support of Native American or at-risk students’ success. 
3. Documents and monitors student abilities in basic academics for the purpose of assisting student progress.
4. Makes phone calls and home visits as needed to Native American or at-risk students and families.
5.  Assists parents/guardians for the purpose of developing methods for improving and/or reinforcing student study skills and classroom goals in the home environment. 
6. Communicates with Native American families, tribal programs, and the community to promote mutual understanding and work to resolve issues.
7. Facilitates outreach to Native American families, community leaders, and organizations for the purpose of developing resources and building partnerships with community members
8. Organizes meetings and educational classes for Native American families. (e.g. parenting skills, volunteer training, child growth and development) for the purpose of providing family members support classes.
9. Participates in workshops, meetings, tribal events, community events, etc. for the purpose of receiving and/or presenting information.  
10. Provides appropriate referrals and advocacy for families as needed and provides follow up to determine the outcome of services provided for the purpose of supporting families in working toward their goals.
11. Assists in conducting periodic evaluation of Native American or at-risk students’ attendance, behavior change, and family engagement.

ENVIRONMENT/WORK CONDITIONS:

• Location: Work is performed 80% within the school office/classroom setting, 20% in an outdoor educational setting: recess, walking, and field trips. 
• Hazards: Working with active young children, trip hazards, and slippery surfaces. 
• Equipment Used: General office and classroom equipment, computer, audio-visual equipment, 10-key, copier. 
• Safety Equipment: None required. 

ESSENTIAL FUNCTIONS:

(Constantly=Over 2/3 time, Frequently=1/3-2/3 time, Occasionally=Under 1/3 time, Seldom=Under 7% time)

PHYSICAL 

• Standing/Walking: Frequently; throughout work shift while performing duties, including recess supervision, field trips. 
• Sitting: Occasionally; while performing duties at low tables assisting students. 
• Lift/Carry: Frequently; 1-15 pounds; instructional materials, books, binders, paperwork. Occasional lifting 16-35 pounds, books and materials, assisting students and moving equipment. 
• Bending/Stooping: Frequently; at knees/waist/neck while providing one-to-one student services or retrieving items from lower shelves. 
• Push/Pull: Occasionally; using both hands and arms exerting a force of 10-30 pounds while assisting students, moving furniture and equipment and opening doors, etc. 
• Climbing/Balancing: Seldom, using a stepladder in the classroom, may be stairs at some locations. 
• Kneeling/Crouching/Crawling: Occasionally; kneeling may be required while assisting students in physical activities. Crouching/crawling is not required but may choose to get in these positions with children for activities. 
• Hands/Arms: Constant use of both in reaching/handling/grasping/fingering/gripping while performing a variety of physical and administrative duties. Overhead reaching is required. 
• Sight/Hearing/Speech: Constantly; to provide instructional assistance to students. Assignment may require hand/eye coordination, depth perception and peripheral vision depending on assignment. 

MENTAL 

• Constant mental alertness required in supervising activity of assigned students to anticipate behaviors of students and maintain a safe, educational environment. 
• Must possess necessary communication skills, written and oral, to complete assignments. 
• Must be able to read, write and speak English; possess interpersonal skills to work well with various types of students, parents and staff. 
• Must be able to adapt to work pressures that can include frequent interruptions, multiple tasks and maintaining a daily schedule of activities. 
• Must be able to work independently with assigned students and exercise creative problem-solving ability. 
• Must be able to provide supervisory skills to provide guidance and set appropriate behavioral model to assigned student 

Adopted: June 11, 2019

Revised: August 13, 2021, December 1, 2022, October 16, 2024