Prevention Intervention Assistant Ends

• completed at least 48 semester hours of credit at an accredited college or university; or, obtained an associate's degree or higher degree from an accredited college or university; or,
• passed the para pathways with a required reading/writing score of at least 332 or above, and a math score of 334 or above. Or
• passed the parapro assessment prepared and administered by educational testing services (ets) with a score of at least 455.

individual selected for a position at a title i school must be highly qualified for this assignment. Applicants must possess a high school diploma or its recognized equivalent, and have completed the following requirements:

• completed at least 48 semester hours of credit at an accredited college or university; or, obtained an associate's degree or higher degree from an accredited college or university; or,
• passed the para pathways with a required reading/writing score of at least 332 or above, and a math score of 334 or above. Or
• passed the parapro assessment prepared and administered by educational testing services (ets) with a score of at least 455.

under the general direction of the site administrators, the prevention/intervention assistant will implement a prevention-intervention model to support youth and families to promote academic success and increase graduation rates. The intervention model is a systems approach designed to help schools, parents, and youth identify the issues resulting in truancy and create solutions and support systems to change behavior. The prevention/intervention assistant, community support team and family will address the truant behavior in a way that is supportive, inclusive, and consistent.

Responsible for implementing comprehensive student assistance programs in assigned schools that address problems associated with truancy and declining academic performance.

function as a child advocate to promote acceptable school attendance for all students; assist school administration in establishing a community support team; schedule ongoing meetings to review caseload progress; consult with school personnel to encourage early identification of students with a pattern of irregular or poor attendance; serve as a mentor to one or more students throughout the school year; works with site administrators, families/guardians, teachers, truancy officers, and law enforcement officials on intervention processes to ensure student(s) success expectations;

consult with district unity support coordinator and appropriate referral youth services for students involved with those agencies and develop a process for re-entry to the district; conduct home visits with the community intervention team to identify reasons for insufficient attendance and promote support systems to change behavior; collaborate with school administration and teachers to identify students academically at risk and through the multi-tiered systems of support (mtss) process work together to provide additional instructional support;

provide follow-up case management, ongoing support, and feedback to schools and families; work with school counselors to develop youth prevention/empowerment clubs; participate in mtss/case review meetings as needed; perform other tasks consistent with the goals and objectives of this position.

education/experience: any combination of education and experience that could likely provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be:

• high school diploma or equivalent; some college experience is desirable.
• two (2) years of experience with students or parents in school, or…