Academic and Behavior Intervention Coordinator; TOSA

Academic And Behavior Intervention Coordinator (TOSA)

Salary Range:
Per Educator Agreement Salary Schedule

Start Date:

August, 2026 Work Week: 1.00 FTE Student Level: White Bear Lake Area High School - Grades 9-12

General Definition of Work:
Performs challenging, professional tasks supporting academic, reading, attendance, and behavior interventions; coordinates building-wide intervention programming; supports student attendance and response protocols; oversees assigned before- and after-school and hallway supervision duties; and performs related work as apparent or assigned. Work is performed under the general direction of the High School Principal.

Qualification Requirements:
To perform this job successfully, an individual must be able to perform each essential function listed below satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. This is not an exhaustive list of any or all the functions a position could perform. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential functions.

Essential Functions:

• Identifies students at high risk of not reading at grade level using multiple measures, including Fast Bridge, MCA, grading data, classroom performance, and other available academic data.
• Implements Read Basix and provides reading intervention using the REWARDS curriculum through 1:1, small-group, and targeted intervention structures.
• Provides direct academic literacy support to students and monitors progress toward reading and academic goals.
• Provides instructional support and communication to staff regarding scaffolding, ability grouping, intervention structures, and other strategies to support learning and improve academic literacy.
• Coordinates and supports building-wide academic intervention programming, including Multi-Tiered Systems of Support (MTSS), BARR, AVID, testing coordination, data practices, and attendance response protocols.
• Monitors academic trends, student performance, reading intervention data, attendance data, and behavior data to inform student support decisions.
• Leads team meetings around academic, reading, attendance, and behavior interventions.
• Leads attendance intervention team meetings and submits proper truancy petitions.
• Investigate school/student-related disciplinary incidents.
• Conducts behavioral interventions and discipline when needed.
• Supports the creation of a positive school climate.
• Conducts verbal and written communications with students, families, staff, administrators, and other stakeholders.
• Facilitates student activities, intervention meetings, and staff meetings as assigned by the building Principal.
• Serves as a member of various building teams and acts as a liaison among administration, teaching staff, student support staff, families, and outside agencies as appropriate.
• Assists in establishing a positive environment for achieving educational outcomes.
• Maintains building and occupant safety, including supervision of assigned spaces before, during, and after school.
• Assists in selection, assignment, mentoring, supervision, and performance evaluation of non-certified/non-licensed staff as assigned.
• Oversees District-assigned duties and responsibilities.
• Performs all other duties as assigned, including coordination around building-wide programming.

Knowledge, Skills, and Abilities:
Comprehensive knowledge of the principles, practices and procedures of school administration; comprehensive knowledge of student service principles and practices and administrative hearing techniques; general knowledge of federal, state and local laws applicable to school administration; knowledge of Multi-Tiered Systems of Support, reading intervention practices, progress monitoring, and evidence-based literacy intervention; knowledge of Fast Bridge, MCA, grading data, and other student performance measures;

knowledge of Read Basix, REWARDS, BARR, AVID, testing coordination, data practices, and attendance response protocols preferred; comprehensive decision-making skills; thorough conflict-resolution skills; thorough skill communicating with a variety of populations, including students receiving academic, reading, attendance, and behavior support; ability to support district and building goals; ability to work collaboratively and respectfully with diverse populations; ability to develop and present ideas effectively, orally and in written form, to a variety of staff, student and parent populations;

ability to compile accurate and thorough reports and records for parents, school officials and other agencies; ability to work independently; ability to respect confidential matters; ability to encourage a safe and secure environment throughout the District; ability to be dependable and accountable in the performance of assigned work; ability to model and promote a welcoming working and learning environment; ability to support and adapt to change and demonstrate commitment to continuous performance…