GRANT-FUNDED POSITION; continuation of employment is contingent upon the availability of grant funding.
POSITION: Student Support Interventionist
LOCATION: 2 Openings at the High School and 1 Opening at the Middle School
DESCRIPTION: The Student Support Interventionist, in consultation with the School Resource Officer and School Counselor, assists individuals, groups, and systems through the application of positive behavior supports (PBIS). The Interventionist helps coordinate the implementation and review of Student Support Plans that address student attendance concerns, inappropriate behaviors, and other specific needs to provide a path to help students become more academically successful. The Interventionist also provides classroom and school-wide behavior management support around implementation of specific restorative strategies, often developed in coordination with building administration, leadership teams, and PBIS teams.
EDUCATIONAL REQUIREMENTS:
High School diploma or equivalent
Coursework in social work, education, early childhood, child development, human services, or related field preferred
QUALIFICATIONS:
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Must have successful experience working with school-age children
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Familiarity with restorative behavior interventions and practices
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Must maintain non-violent crisis training (CPI) certification
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A working understanding of PBIS plans and implementation
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Effective communication and interpersonal skills with various stakeholders
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Demonstrate a passion for working with young children
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Demonstrate ability to plan and evaluate strategies for improving behavior
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Demonstrate the ability to be a reflective practitioner, and learner advocate
PROFESSIONAL RESPONSIBILITIES:
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Works with SRO and counselor to address attendance issues
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Develops and submits, and updates attendance and tardy reports to building leadership team for review
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Develops an attendance and/or behavior plan with students and families and reviews regularly
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Conducts community outreach events and home visitations, that support intervention plans
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Connects families to resources to support behavioral and attendance needs
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Collaborates with teachers and families to identify and support academic needs
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Collaborate with the Counseling team to assist with eighth grade families that are transitioning to high school
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Engage parents in the “student behavior/attendance intervention plan” process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
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Conduct conflict resolution and restorative conversations
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Review behavior referrals
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Maintain communication with the identified students’ teachers and parents for the purpose of monitoring and adjusting support plans
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Support the implementation of School-wide Positive Behavioral Support (PBIS)
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Promote the implementation of positive behavioral interventions in which “at risk” students thrive including behavior instruction that is explicit, intensive, accelerated and provides ample practice.
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Provide recognition of a variety of student accomplishments and positive behaviors.
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Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
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Participate in building level team and/or grade level meetings, as appropriate
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Consult with school social worker, counselor, behavior specialist and teachers
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Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices
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Comply with all safety policies, practices, and procedures; report all unsafe activities to supervisor and/or Human Resources.
OTHER KNOWLEDGE, SKILLS AND ABILITIES:
(To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
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Absolute confidentiality is required.
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Must be a good multi-tasker, scheduler, time manager and an active listener.
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Ability to speak effectively with parents, community members, administrators, and staff.
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Must have strong communication, computer, and interpersonal skills.
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Ability to work as part of a team, and to establish and maintain effective working relationships with other employees and the school community.
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Ability to perform duties with awareness of all District requirements and Board policies.
EVALUATION:
Performance of this job will be evaluated in accordance with the provisions of the Board’s policy on School Evaluation.
This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but to accurately reflect the primary job elements. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this classification.
PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is required to talk or hear. The employee is frequently required to walk; stand; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is frequently required to stoop, kneel, or crouch. The employee may occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, ability to adjust focus, depth perception and peripheral vision.
Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work environment is standard classroom setting. The noise level in the work environment is usually moderate, but occasionally high depending upon student population and activities. Employee may be exposed to bloodborne pathogens.
NOTICE OF NON-DISCRIMINATION - The Parchment School District does not discriminate on the basis of race, color, national origin, sex, including sexual orientation and/or transgender identity, disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category in its programs and activities, including employment opportunities. Inquiries by applicants, students and/or parents/guardians relates to discrimination on the basis of disability/status should be directed to: Superintendent of the Parchment School District, 520 N. Orient Street, Parchment, MI 49004. Phone Number 269-488-1050.
