Special Education Interventionist

JOB SUMMARY: The Special Education Interventionist is responsible for providing behavioral, academic, and mental health support to students in an effort to increase student academic achievement. The responsibility of the interventionist may include, but not limited to: monitoring student behaviors, implementing plans of support when needed, connecting youth and families to social service providers, facilitating collaborative planning, and ensuring that coordinated services are offered which match assessed needs.

ORGANIZATIONAL AND REPORTING RELATIONSHIPS: The special education interventionist will report directly to the building/program administrator and will maintain a working relationship with building staff, ELSC staff, and community agencies.

ESSENTIAL JOB FUNCTIONS: The essential functions, as shown below, represent the key areas of responsibility; specific position requirements may vary depending on need. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

• Provide active communication and positive relationships with parents, students, staff, and community members
• Analyze behavioral trends and patterns
• Assist with BIP development
• Assist with BIP implementation checklist(s)
• Assist with interventions
• Meet with families in their homes and other locations that are convenient to the family
• Attend IEP meetings, support team meetings and other similar meetings within the building for the purpose of communication and service coordination when requested
• Assist staff with strategies to support and meet students' needs in the areas of behavior, autism supports, and achievement of IEP goals
• Develop and implement programming associated with supporting students with academic, behavioral, and SEB needs. This may include:
  • small group instruction
  • whole group instruction

• Provide assistance with de‑escalation of student behaviors including reintegration back into the classroom/work system/related required task
• Administer one‑to‑one intensive behavior interventions for students. Actively participate in behavior intervention or team meetings
• Assist teacher with Medicaid summaries and daily medicaid logs
• Assist with transition of students back to home building when applicable
• Provide supervision of students (e.g. lunch duty, recess, substitute rotation, arrival dismal) as necessary and directed by the building/program administrator
• Serve as an active member of the building/program PBIS team

• Assist and provide transportation for students and families when appropriate
• Collaborate with mental health therapist when applicable (Polk)
• Foster and support community partnerships
• Maintain satisfactory harmonious working relationships with the public, students, and other employees.
• Serve as liaison between students and community, and home attendance building when applicable

• Restorative Justice:
  • Assist with Restorative Justice process in building when applicable
    • Complete training
    • Perform restorative circles
  • Tracking student daily attendance
  • When needed apply attendance intervention process (e.g. phone calls, parent letters, visits, etc.)
  • Implement and oversee attendance policy within your team while working with attendance secretary (i.e. attendance letters)
  • Review and Analyze attendance data and trends while completing attendance interventions
  Other Duties

  This job description is not designed to contain a comprehensive listing of duties or responsibilities required for this job. Duties, responsibilities and activities may change at any time with or without notice.

  Job Requirements
  • Bachelor's degree in Social Services, Psychology, Criminal Justice, or other related program of study preferred; or prior job experience in a related position.
  • Preferred experience with any of the following:
    Autism support strategies, visual schedules, Check and Connect, Aggression Replacement Training, Restorative Practices, SEB strategies, behavioral interventions, and Trauma‑informed practices.
  • Experience working with children in a school setting.