Student Interventionist, Comprehensive/Coordinated Early Intervening Services (CCEIS/CEIS)

Full-Time and Permanent; 7.33 Hours/Day; 210 Days/Year; 10.5 Months/Year

*This is a grant-funded position*

Definition

The Student Interventionist collaborates with the Department of Learning Support-Special Education Services staff school administrators and staff other CCEIS/CEIS staff and other departments and designees to support the provision of a comprehensive child-centered system of support that increases student academic social-emotional and behavioral success. Student Interventionists are highly qualified professionals who provide proactive and responsive intervention services to students parents and school staff addressing barriers limiting a student from achieving success. Student Interventionists proactively research and provide training to students parents/guardians/families and school staff on evidence-based practices and interventions relating to the social-emotional and behavioral needs of students in the overall school setting. The Student Interventionist will work with students individually in small groups and within the overall school setting as needed to enhance opportunities for success both in and out of school.

Minimum Qualifications

Eligible for or in possession of a masters degree in School Counseling School Social Work School Psychology or other related mental health services field. In the absence of a masters degree a bachelors degree in school counseling school social work school psychology or a related mental health services field combined with extensive experience with children and families with intensive behavior support needs and wrap-around services may be substituted.

Essential Functions of the Class:

These are intended as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar related or a logical assignment to the position.

• Spends at least 70 percent of the school day providing direct intervention support to students (i.e. individual counseling sessions small groups etc.).
• Addresses the social-emotional well-being of students by providing direct proactive and responsive intervention services to an assigned caseload of students determined by data-driven student needs.
• Proactive intervention topics may include but are not limited to anger management work study habits study skills attendance habits conflict resolution goal setting positive self-concept self-advocacy test-taking etc.
• Works with students to develop individual Student Success Plans set goals and monitor progress- including collecting and analyzing data to drive development and revision of plans with students.
• Collaborates with other school/division staff (i.e. school counselors social workers teachers etc.) to assist students in meeting their academic behavioral and career goals as applicable.
• Reviews and demonstrates knowledge and understanding of educational records and transcripts in keeping with the Profile of a Virginia Graduate for those on assigned caseload.
• Assists students in navigating and coping with personal family and peer relationships concerns and conflicts.
• Assists with referrals for additional intervention supports and services within the school/division and with community agencies as needed.
• Collaborates with the CCEIS/CEIS Social Worker to provide support to students and families to include referrals for additional services and community agencies.
• Attends and provides input for a variety of student multi-disciplinary team meetings for students on assigned caseload as needed. Meetings may include but are not limited to the Student Assistance Team (SAT) attendance meetings special education eligibility committee meetings etc.
• Works directly with school staff to develop and implement interventions and resources to reduce disruptive and impeding behaviors including conducting classroom observations assisting with behavior strategies and data collection.
• Maintains accurate and timely data collection case files and reporting to measure and monitor student progress and program outcomes.
• Develops and delivers training and informational workshops for staff parents/guardians and families to support the success of assigned students CCEIS/CEIS program objectives and overall Norfolk Public Schools multi-tiered system of support (MTSS) efforts.
• Make home visits to support students and families as needed.
• Participate in research-based advanced de-escalation and restraint training.
• Performs other related duties as required/assigned.

Required Knowledge Skills and Abilities

• Basic understanding of local state and federal regulations- including laws procedures principles practices and current developments associated with school discipline Section504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act.
• Knowledge of school counseling school social work school psychology or otherappropriate/relevant mental health background theory and services.
• Extensive knowledge of services for at-risk students and knowledge and skills for direct and indirect intervention including counseling on an individual group or family basis and consulting with administrators teachers parents and other professionals about student challenges and appropriate change strategies.
• Ability to communicate clearly and concisely both orally and in writing.
• Leadership communication and interpersonal skills necessary to work with students teachers administrators parents and community members.
• Ability to build positive relationships and sense of culture/community with school staff parents/guardians/families and community partners or agencies.
• Knowledgeable in the use of computers and various office and instructional technology- including proficient in word processing/keyboarding standard Microsoft Office applications school student information and data systems Google applications and others as needed.
• Respect for student confidentiality.

Supervision

Work is performed under the direct supervision of the assigned building principal incollaboration with the Executive Director of Learning Support-Special Education Services or an assigned Dept. of Learning Support designee (i.e. Assistant Director/Senior Coordinator).

Hazards

• Risks associated with assisting movement or physical intervention for students.
• Risks associated with making home visits.
• Physical demands encountered in everyday life including walking carrying climbing stairs and some lifting.

Unusual Demands

• Some work is completed outside of normal work hours because of parent/guardian working hours and individual student needs as well as handling concerns involving Child Protective Services (CPS)/suspected abuse suicide intervention or crisis.
• Requires travel to multiple school sites and may require home visits Selected candidate must have access to reliable personal transportation.
• Work is restricted to that which is directly related to the goals and objectives of the CCEIS/CEIS grant program.

In addition to the base salary listed below this position is eligible for an advanced degree stipend.

Educational Stipend Details (Conditions Apply)

Masters Degree: $3500/Year

Masters Degree 30 Hours: $5400/Year

Doctoral Degree: $7800/Year