Turnaround Interventionist Specialist

Position Purpose

The Student Support Specialist – Refocus Room fosters a structured, supportive, and restorative environment for students temporarily removed from the traditional classroom setting. This role focuses on helping students reflect, reset, repair harm, and successfully reengage in learning. Through restorative practices, trauma‑informed care, and skill‑building, the specialist supports students in developing the behavioral and academic competencies necessary for long‑term success.

This position shifts the focus from punishment to growth, accountability, and belonging.

• Establish a calm, predictable, and student‑centered refocus space
• Promote dignity, respect, and emotional safety for every student
• Model empathy, professionalism, and relationship‑centered practices
• Maintain high expectations while supporting student growth

• Guide students through structured reflection protocols
• Help students identify triggers, choices, and alternative responses
• Teach and reinforce skills such as:
  • Self‑regulation
  • Emotional awareness
• Support students in repairing harm and restoring relationships when appropriate

• Ensure students remain engaged in grade‑level coursework
• Coordinate with teachers to obtain assignments and learning materials
• Provide academic monitoring and encouragement
• Prevent instructional loss by prioritizing meaningful learning tasks

• Participate in reentry conferences focused on accountability and readiness
• Collaborate with students to develop a success plan prior to returning to class
• Communicate supports and strategies to teachers and administrators
• When appropriate, facilitate restorative conversations between impacted parties
• Implement the Refocus Room as a Tier 2 behavioral support
• Collaborate with administrators, counselors, social workers/behavior specialists, and teachers
• Identify students needing additional interventions and refer them to the school's Behavioral Health Team (BHT)
• Reinforce district PBIS expectations and behavioral frameworks
• Actively participate in the school's tiered teaming structures

• Maintain accurate records in the Student Information System including:
  • Reason for referral
  • Interventions provided
  • Reflection outcomes
  • Reentry plans
• Track behavioral trends and repeat placements
• Use data to inform supports and continuous improvement

• Support communication with families regarding student progress
• Partner with staff to ensure consistent behavioral expectations
• Serve as a resource for restorative strategies when appropriate

• Utilize trauma‑informed and de‑escalation strategies
• Ensure supervision and student safety at all times
• Respond to behavioral needs proactively rather than reactively

• Engage in ongoing professional learning related to:
  • Restorative practices
  • Trauma‑informed care
  • Social‑emotional learning (SEL)
• Model a growth mindset and commitment to equitable student outcomes

• Bachelor's degree in education, counseling, social work, psychology, or related field
• Experience supporting student behavior and social‑emotional development
• Training in restorative practices or willingness to obtain certification
• Strong relational and communication skills
• Ability to remain calm and solution‑oriented in high‑need situations

• Students return to class ready to engage
• Repeat referrals decrease
• Students demonstrate improved self‑awareness and responsible decision‑making
• Staff view the Refocus Room as a support — not a consequence
• The space reflects the district's commitment to belonging and growth