Intervention Specialist - Hazel Park Preparatory Academy

General Information

Intervention Specialists play a vital role in fostering a safe, inclusive, and supportive school culture and climate. They proactively and intentionally establish, maintain and repair relationships with students, staff, and families. They support tier 1 (school wide/universal), tier 2 (targeted/small group), and tier 3 (intensive/individual) academic, social emotional, and behavior supports and interventions.

Works under the moderate and technical supervision of a building administrator or department head. Provides coordination and support for licensed and non‑licensed staff involved in student interventions.

• Bachelor's degree with two (2) years of experience working with children or adolescents in educational, behavioral, or youth development settings; or an equivalent combination of education, training, and relevant professional experience.
• Demonstrated knowledge of academic and/or behavioral intervention strategies.
• Experience working with diverse student populations and families.

• Bachelor's degree in education, psychology, social work, human services, or a related field.
• Experience with Multi‑Tiered Systems of Support (MTSS), PBIS, restorative practices, and trauma‑informed care.
• Experience providing direct student support in academic or behavioral intervention programs.
• Experience facilitating restorative conversations, mediation, or conflict resolution.
• Bilingual or multilingual skills.

Below are the fundamental responsibilities of the role:

• Support tier 1 systems and procedures.
• Coordinate program activities to improve student achievement and behavior.
• Provide tutoring support and work direction to students in various subject areas.
• Create success plans; facilitate, monitor, and document Tier 2 and Tier 3 interventions.
• Facilitate use of reset, calming, and sensory spaces with clear structure and restorative expectations.
• Facilitate restorative chats, conversations, repair/restore circles, conferences, and classroom re‑entry meetings.
• Support student attendance initiatives and serve as a consistent social, emotional, and academic support system.
• Respond to support calls with the goal of restoration, reflection, and return to learning.
• Participate in welcome‑back meetings following dismissals and/or suspensions.

• Collect, document, and analyze student data to identify needs and monitor progress.
• Maintain accurate records of success plans, interventions, and Office Discipline Referrals in Infinite Campus or other designated systems.
• Ensure data entry and management practices follow district guidelines and timelines.
• Generate progress data and reports for administrators, teachers, and families.
• Use data to monitor trends and adapt strategies as needed.

• Collaborate and communicate with staff to align interventions with school wide and classroom goals.
• Model and coach classroom management strategies for staff.
• Provide behavior management training and professional development for non‑licensed staff.
• Build trust‑based relationships with families and communicate regularly about strengths and needs.
• Participate in MTSS teams and meetings to align supports and interventions.
• Collaborate with community partners to increase access to resources and strengthen connections.

• Monitor student behavior in lunchroom, hallway, bus duty, and other settings.
• Encourage positive social interactions and address inappropriate conduct.
• Maintain cleanliness and order in shared spaces.
• Assist with seating and movement patterns to support inclusivity.
• Maintain visibility during transitions and bus arrival/dismissal.
• Encourage timely movement to reduce tardiness.
• Prevent loitering and roughhousing.
• Model respectful conduct and greet students.
• Supervise bus loading and unloading.
• Respond promptly to incidents and report concerns.

• Frequent standing and walking; manual dexterity with office equipment and technology.
• Regular lifting, reaching, and repetitive…