Position Title: Student Success Intervention Teacher
Department/Building: Districtwide
Reports to: Building Principal
Position Duty Days/Contract: Per Teacher Contract
SECTION II: JOB GOAL/SUMMARY
This position provides intervention and prevention services to students enrolled in Brainerd Public Schools. The Student Success Intervention Teacher will act as Tier 2 interventionist for student support services and as a liaison between students, their Guardian(s) and teachers, school counselors, mental health providers and/or other external agencies in order to ensure student success.
Minimum of a Bachelor’s degree, Human Service related field preferred
Five years of demonstrated experience working with children
Current MN license preferred, or ability to obtain tiered licensure
Effective written and oral communication skills
Ability to work effectively and efficiently as an individual and as a team member
Ability to establish and maintain working relationships with building leaders, teacher colleagues, students, families, and community service providers.
SECTION IV: DUTIES AND RESPONSIBILITIES QUALIFICATIONS
Other Duties As Assigned.
Provide social-emotional and behavioral intervention and frequent data collection to measure the effectiveness of intervention as part of the Multi-Tiered Systems of Support (MTSS) framework (80%)
In collaboration with other school professionals, identify students having social and/or emotional difficulties in need of intervention prior to referral for special education services.
Develop an intervention plan for the student including obtaining guardian consent and input, identifying the skills to be taught, planning and preparing the intervention materials, collecting and tracking student progress data, and monitoring growth or intervention modification needs
Provide preplanned direct evidence-based intervention services using data from district screening assessments (SAEBRS and MySAEBRS) and progress monitoring tools such as DBR.
Partner with other educators and district staff in support of the student.
Fulfill all Alternative Delivery of Specialized Instructional Services (ADSIS) grant requirements.
Collaborate with Interagency and Interdisciplinary community, district, or building teams.
Assist in identifying gaps in services. (10%)
Meet regularly with service providers and families to coordinate activities and interventions.
Participate in a monthly districtwide Social Emotional Learning Teacher meeting.
Participate in building child study, attendance meetings, and Multi-Tiered Systems of Support (MTSS) meetings, as assigned.
Assure that all services for individual students and groups of children are streamlined and not duplicative.
Engage in and apply all ADSIS grant-required training, with a particular focus on Minnesota PBIS training, to effectively implement the ADSIS framework.
Manage day to day responsibilities. (10%)
Maintain contact with families, teachers, service providers and other stakeholders as needed.
Keep data to assess program effectiveness in line with district screeners, progress monitoring tools and other fidelity measures.
Attend scheduled meetings with the service team, building administrators and other members of the interdisciplinary team.
Maintain records of all contacts with students and families.
Write reports as assigned to track family and program progress.
Maintain appropriate documentation of forms, files, and other necessary paperwork.
Participate in daily supervision responsibilities as assigned by the building administrator.
Act as a member of the building crisis team.
SECTION V: WORKING CONDITIONS
Physical Demands: reaching, standing, walking, grasping, talking, hearing, seeing and repetitive motions. Light Work: exerting up to 40 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects.
Mental Demands: Ability to reason logically and make sound decisions, to consider alternative and diverse perspectives, to communicate effectively both orally and in writing, to remain poised under all circumstances, and to interact effectively with people in a positive manner that engenders confidence and trust.
Work Environment: This position may require the individual to work with students in multiple settings (school, home, community).
Employees of the Brainerd Public School District #181 are expected to support the goals, model and promote an environment that is respectful for all, and work collaboratively with other staff to focus on the needs of the learner. A quality, customer focus that conveys a welcome attitude, an adaptability to change, and a desire for continuous improvement is also expected of all employees. In addition, staff is to respect confidential matters, encourage a safe and secure environment throughout the schools, and be dependable and accountable employees.
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