Doyle - Pashto Bilingual Resource Specialist - 0.968 FTE (38.72 HPW)

Doyle Administration Building

Becoming a Model School District
The Madison Metropolitan School District has a simple but bold vision - that every school will be a thriving school that prepares every student to graduate from high school ready for college, career and community. We know that vision doesn't come to life without the very best leaders throughout our district. Our strategy is captured in our strategic framework, and centers on three major goals: that all children achieve academically, that our schools are places where children and adults thrive, and that our Black youth excel at school. We have made major gains and are more resolved than ever to build on our progress.
We know this vision doesn't come to life without dynamic leaders in every school. For more information on our teacher screening and selection process, please visit our TEACH Madison webpage.

About Our District
The Madison Metropolitan School District is the second largest school district in Wisconsin. The district serves a beautifully diverse population of more than 27,000 students. More than half are students of color. Almost half come from low income households. Nearly one third are English Language Learners, and more than 100 languages are represented in our schools. Madison schools are committed to making this district a place where every child thrives.

The Pashto Bilingual Resource Specialist allocation is designed to serve Pashto-speaking students and families across the district, as well as at your assigned location. Low incidence language and Hmong BRS are district-wide as directed. While BRS are placed at buildings, they are allocated to serve the needs of students and families across the district. When applicable, schedules need to accommodate time for other duties that are assigned to them (report card comment translations, IEP interpretations, etc.), while adhering to their school responsibilities whenever possible.

A. Instructional Supports & Service Delivery

• BRS maintain and adhere to a weekly schedule of academic and linguistic support, created in association with school administration and teaching staff based on the needs of English Learners (ELs) in their work sites as indicated on students' IPS forms. It is essential that all staff (teachers, administrators, etc.) understand the flexible nature of BRS schedules.
• Provide students with academic, linguistic, and cultural supports in the classroom in collaboration with teaching staff or administrators when appropriate.
• Facilitate and enhance communication, including translation and interpretation.
• Build relationships with ELs and their families.

Student Placement

• Support secretary/office and English as a Second Language (ESL)/Bilingual Resource Teacher (BRT) staff to welcome families into the school district, provide interpretation to ensure all paperwork is completed and share the array of services available to the student to inform parent decisions.
• Assist ESL/BRT with communication to families regarding the Home Language Survey and ESL status and services by providing interpretation.
• Work with the ESL/BRT to ensure EL records are complete and current.
• Help transition newcomers into student life through social, emotional, and academic support in collaboration with other staff (i.e. school social worker, ESL/BRT).

Collaboration with Teaching Staff

• Participate as an active team member in the discussion of academic, transition, graduation and career/vocational issues related to ELs.
• Contribute ideas to the planning of the ESL/Bilingual instructional programs, including culturally relevant materials, resources, and ways of responding to students.
• Differentiate and obtain cultural background information relevant for instruction and assessment of student performance.
• Implement one-on-one and small group lesson plans created in advance by certified teaching staff to provide pre-teaching and/or instructional reinforcement.
• Consult with staff to provide possible cultural or language-based explanations to student issues.

Classroom Support

• Provide support to ELs in core academic instruction with intention and planning in an inclusive environment, under the guidance of the classroom teacher and/or ESL/BRT. This support occurs in students' native language, as well as in English, based on students' linguistic and academic needs.
• Provide support to ELs in small groups within or outside of the classroom as needed. When determining which ELs BRS are assigned to support, ESL teams should consider the Oral Language Composite scores from ACCESS for the students. Students that need oral language support are those with lower Oral Language Composite subscores. Please note that any support that happens outside the classroom should be short-term, should not interfere with core instruction occurring in the classroom and needs to be documented on the student's IPS form.

Assessment

• Provide appropriate accommodations (i.e. interpretation support) as outlined by the Office of Assessment Administration for ELs during testing situations. This does not include proctoring which must be done by a certified teacher.

B. Communication

• Facilitate communication between linguistically and/or culturally different parties.
• Provide written translation of school-specific documents.
• Provide interpretation for school staff (principal, teacher, nurse, etc.) who are contacting parents in person and over the phone with the staff member present. This is often done through
• sequential oral interpretation, which allows the parent the opportunity to ask questions of the person who contacted them.
• Collaborate with and connect students/families with staff by providing oral interpretation in person and over the phone regarding all topics that affect student life.
• Provide oral interpretation at school events and meetings.
• Facilitate communication prior to Individual Educational Plan (IEP) meetings, and provide interpretation during IEP meetings.
• Assist families in their native language to complete district/school paperwork and applications.

C. Cultural Liaison

• Assist the family and the student to navigate the norms and practices, both social and academic, of the U.S. school system (report cards, Summer School, etc.) and community.
• Work with families to gather information about their social and academic norms and practices, and share this information with staff during established meetings (i.e. grade level meetings).
• Explain the district Code of Conduct to students and families.
• Provide social/emotional support for ELs, particularly those struggling with bridging school culture.
• Help schools develop a system of culturally relevant family outreach
• Connect students/families with district and community resources: e.g. clinics, dental and eye care; free health events; academic tutoring; housing and employment support services; etc.
• Facilitate communication to outside agencies and relay recommendations of community-based services between staff and families.

Inappropriate uses of BRS staff include:

• clerical duties (i.e. making copies, stuffing envelopes, sorting papers)
• entering student grades
• managing student behavior
• excessive supervision of meals, recess or door duty (beyond reasonable expectation for other staff or where the BRS is solely responsible for these duties)
• subbing for other staff due to absences
• implementing RtI² tier 2 & 3 interventions
• managing a classroom in the same capacity as a classroom teacher
• translating documents from organizations outside of the MMSD

• Ability to prioritize work to meet deadlines.
• Ability to interpret consecutively and simultaneously.