Qureos Mentor

Del Valle ISD

<div>Primary Purpose:
To implement and coordinate school-wide and individual behavioral support systems. The Behavior Interventionist works to reduce classroom disruptions and office referrals by identifying the root causes of student behaviors and teaching self-regulation skills, ensuring every student has the emotional stability to succeed academically. 
Minimum Qualifications:
Education/Certification:
<ul><li>Bachelor&rsquo;s degree from accredited university
</li><li>Valid Texas teaching certificate with required endorsement for subject and level assigned or approved alternative certification program
</li><li>ESL certification preferred
</li><li>Candidate must have a satisfactory outcome of a fingerprinting background check. Non-refundable fee (approximately $50) paid by employee.
</li></ul>Required Experience:
Minimum of 3&ndash;5 years of successful classroom teaching experience; proven track record of improving student performance. 
<ul><li>
</li></ul>Knowledge/Skills:
<ul><li>Expertise in Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks.
</li><li>Strong interpersonal skills for coaching and peer-to-peer collaboration.
</li><li>Advanced knowledge of PBIS (Positive Behavioral Interventions and Supports).
</li><li>Proficiency in conducting Functional Behavioral Assessments (FBA) and developing Behavior Intervention Plans (BIP).
</li><li>Certification in crisis prevention/de-escalation (e.g., CPI or Mandt or district required training.
</li><li>Knowledge of districtwide character education program
 </li></ul>Major Responsibilities and Duties:
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required) 
Professionalism
The Educators' Code of Ethics is set forth in the Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.
 <ul><li>Rule &sect;247.1 Purpose and Scope; Definitions
 </li><li>Rule &sect;247.2 Code of Ethics and Standard Practices for Texas Educators
</li></ul>MAJOR RESPONSIBILITIES AND DUTIES:
Organization Improvement
<ul><li>Analyze campus-wide discipline data to identify &quot;hot spots&quot; (times or locations) and demographic trends.
</li><li>Collaborate with administration to refine the campus Discipline Management Plan and Tier 1 classroom management strategies.
</li><li>Manage students&rsquo; behavior in accordance with Student Code of Conduct and student handbook.
</li><li>Lead the implementation of &quot;Restorative Practices&quot; to decrease recidivism in disciplinary infractions.
</li></ul>Interpersonal Responsibilities
 <ul><li>Provide real-time coaching to teachers on de-escalation techniques and classroom management.
</li><li>Conduct observations of students in their natural classroom environment to provide feedback on behavioral triggers.
</li><li>Model &quot;Cool Down&quot; or &quot;Reset&quot; room procedures for students and staff.
 </li></ul>Communication and Community Relations
<ul><li>Conduct home visits or parent conferences to align behavioral expectations between home and school.
</li><li>Act as a liaison with community mental health resources and outside providers.
</li><li>Facilitate &quot;Re-entry&quot; meetings for students returning from discretionary or mandatory removals (DAEP).
</li><li>Be a positive role model for students, support the mission of the district.
</li><li>Establish and maintain open communications with parents, students, principals, teachers, and support staff by conducting conferences.
</li><li>Maintain a professional relationship with colleagues, students, parents, and community members.
</li><li>Use effective communication skills to present information accurately and clearly.
</li></ul>Professional Growth and Development
<ul><li>Attend specialized training on trauma-informed care and neuro-sequential models of education.
</li><li>Provide professional development for campus staff on recognizing signs of student crisis and mental health needs.
</li><li>Participate in national and state level organizations to stay abreast of latest research and best practices.
</li><li>Attend professional development opportunities related to designated subject areas.
</li><li>Read, synthesize, and disseminate research and information related to best practices from books, journals, listservs, websites, and other media formats.
</li><li>Attend meetings and participate in staff development activities to improve job-related skills.
</li></ul>Supervisory Responsibilities:
None 
Equipment:
<ul><li>Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, scanner, copier, fax and other equipment applicable to the position.
</li></ul>Working Conditions:
Mental Demands/Physical Demands/Environmental Factors
<ul><li>Ability to remain calm in crisis situations; high emotional endurance; maintain confidentiality of sensitive student records.
</li><li>Ability to perform physical restraint/intervention if certified and necessary; frequent walking and standing.
</li><li>Exposure to high-stress situations; potential for aggressive student behavior.
</li><li>Work with frequent interruptions.
</li><li>Work irregular hours and extended work hours to include holidays and weekends.
</li><li>Frequent walking, standing, stooping, bending, pulling and pushing, lifting, and carrying (may lift and move textbooks and classroom equipment).
</li><li>Occasional district wide and statewide travel.
</li><li>Use a computer for prolonged periods resulting in repetitive hand motion.
</li><li>Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration.
</li><li>Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.
</li></ul>The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.</div>

Student Support Interventionist

<div>Primary Purpose:
Assist with the implementation and completion of district, state, and federally mandated student assessment programs for the district. Ensure security and integrity of testing materials and data in accordance with state and federal requirements. Coordinate and provide training for the Language Proficiency Assessment Committee. 
Minimum Qualifications:
Education/Certification:
Bachelor&rsquo;s degree from an accredited four-year college or university
Valid Texas teaching certificate with required endorsement for subject and level assigned, or approved alternative certification program.
Bilingual certification or ESL Endorsement preferred or ability to obtain.
The candidate must have a satisfactory outcome of the fingerprinting and background check. Non-refundable fee (approximately $50) paid by employee. 
 
 
Knowledge/Skills:
Strong technology skills, including the ability to use spreadsheets
General knowledge of curriculum and instruction
Strong organizational, communication, and interpersonal skills
Work collaboratively, as well as independently
Protect and maintain the security of testing materials
Knowledge of effective instructional strategies for Special Education students
Working knowledge of Bilingual/ESL curriculum and instruction
Knowledge of effective instructional strategies for Emergent Bilingual students
Knowledge of concepts regarding the nature of language acquisition
Understanding of federal, state, and local assessment and accountability systems 
Experience:
Two (2) years&rsquo; experience with testing
Previous teaching experience preferred 
Major Responsibilities and Duties:
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.) 
Professionalism
The Educators' Code of Ethics is set forth in the Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community. 
<ul><li>Rule &sect;247.1 Purpose and Scope; Definitions
</li>Rule &sect;247.2 Code of Ethics and Standard Practices for Texas Educators 
<li>
</li></ul>Instructional Management
The testing coordinator promotes improvement of instruction through activities such as the following: 
<ul><li>Gathers input from core teachers to prepare for campus LPACs.
</li><li>Provides test administrator training for all assessment programs and serves as an additional resource for assessments related to Emergent Bilingual students.
</li>Assists, when necessary, with the coordination of assessments and services related to Emergent Bilingual students. 
<li>
</li></ul>Organization Climate
The testing coordinator fosters positive school morale through activities such as the following: 
<ul><li>Serves as a positive role model for assessment and the benefits of testing as they relate to instructional planning.
</li>Keeps all teachers and grade levels informed of the state and district testing calendars for maximized planning purposes. 
<li>
</li></ul>Organization Improvement
The testing coordinator promotes efforts to improve the school or organization through activities such as the following: 
<ul><li>Serves as the primary coordinator for all high-stakes level testing, including STAAR, TELPAS, &amp; NAEP exams and any state or federal tests that become mandatory during the course of the school year.
</li><li>Serves as a primary establisher of test security systems and ethical assessment for the building.
</li><li>Keeps thorough, accurate data on all training activities provided, which relate directly to testing/assessment.
</li><li>Ensures security of all passwords, testing sites, testing materials, cabinets, etc.
</li><li>Maintains all respective perspectives following FERPA for the protection of students and unmasked data.
</li><li>Organizes campus test sites, testing administrators, support, and relief staff to mimic the STAAR test during district mock testing, with a strong focus on compliance with procedural expectations and active monitoring.
</li><li>Coordinates with Registrar&rsquo;s office to ensure appropriate screening and placement of new students.
</li><li>Assists, when necessary, with the coordination of mid-year/end-of-year LPACs to determine appropriate testing status on each student identified as an Emergent Bilingual.
</li><li>Coordinates and documents regular monitoring of Emergent Bilingual students recently dismissed from Emergent Bilingual status.
</li><li>Attends ARD meetings and works collaboratively with ARD committees for students identified as LEP/ESL.
</li><li>Works collaboratively with counselors regarding the scheduling needs of students identified as Emergent Bilingual.
</li>Assists with the evaluation of the Multilingual and ESL programs and works effectively to address those needs. 
<li>
</li></ul>Communication and Community Relations
The testing coordinator promotes a positive tone for school or community relations through activities such as the following: 
<ul><li>Collaborates with campus testing administrators on all testing and LPAC-related communications.
</li><li>Ensures that all changes to the testing program are communicated to the campus testing administrator
</li><li>Communicates all cases of questionable testing conditions to the campus testing administrator and the district testing coordinator.
</li><li>Assists, when necessary, in recruiting and training parent(s) to serve on LPAC.
</li>Communicates testing status to teachers, students, and campus testing administrators. 
<li>
</li></ul>Personnel Relations/Management
The testing coordinator manages personnel effectively through activities such as the following: 
<ul><li>Collaborates with campus testing administrators on all concerns and resolutions as a first step.
</li><li>Coordinates with district office staff for the collection of testing data, including within the window that is posted on the district and state testing calendars.
</li><li>Collaborates with Disciplinary Alternative Education Program (DAEP) staff to ensure accuracy and support in preparation for testing, including campus, district, and STAAR assessments.
</li><li>Assists, when necessary, with the collaboration with campus LPAC and technology coordinators to prepare TELPAS for online testing procedures.
</li><li>Collaborates with the technology department in the preparation of activities for STAAR/TELPAS online testing and setting up testing sessions.
</li><li>Assists, when necessary, with identifying other members of campus LPAC.
</li>Assists, when necessary, with the coordination of LPAC training of other campus members. 
<li>
</li></ul>Organization Management
The testing coordinator manages administrative, fiscal, and facilities functions responsibly through activities such as the following: 
 
 
<ul><li>Completes PSAT 8/9 Assessment ordering, preparation, coordination of testing, student registration for the assessment, reimbursement from the state for fee reductions, and submission of documentation to TEA.
</li><li>Advanced Placement (AP) Testing Coordination in collaboration with the campus administrator directly responsible for Advanced Placement oversight.
</li><li>Complies with all state requirements for high-stakes testing as they emerge.
</li><li>Pick up and return materials to the Department of Curriculum and Instruction when required.
</li><li>Maintains &ldquo;clean&rdquo; data sets pertaining to all aspects of coding used for subpopulations and curricular services.
</li><li>Creates data reports and visuals for campus administrators, department chairs/grade level leaders, PLC leads, CAT, DAT, data team,s and others.
</li><li>Codes at-risk students from summer, fall, and spring testing administration.
</li><li>Ensures all students receive all appropriate accommodations/modifications.
</li><li>Secures test documents for instructional staff.
</li><li>Verifies correct accommodations/modifications with content, Special Education, and Emergent Bilingual students.
</li><li>Adheres to all district-set state testing windows.
</li><li>Retains all archived records in a clearly marked system for assigned campuses according to state and district given time requirements.
</li><li>Conducts language screenings of new enrollees.
</li><li>Assists, when necessary, with the completion of appropriate documentation, including documentation of Insufficient Schooling and Lack of Progress by spring, and Linguistic Interventions &amp; Accommodations, with input from teachers.
</li><li>Updates student status in the student information system.
</li><li>Submits annual reports as requested to district personnel.
</li>Assists, when necessary, with the use of technology-rich data to collect, organize, and visualize assessment data to determine the extent to which Emergent Bilingual students are achieving state and federal standards. 
<li>
</li></ul>Professional Growth and Development
The testing coordinator provides leadership in professional growth and development through activities such as the following: 
<ul><li>Participates in national and state-level organizations to stay abreast of the latest research and best practices.
</li><li>Attends professional development opportunities related to the designated subject area.
</li><li>Teaches updates for state and federal requirements to campus staff.
</li><li>Reads, synthesizes, and disseminates research and information related to best practices from books, journals, list serves, websites, and other media formats.
</li><li>Carries out professional development activities and training of campus testing administrators.
</li><li>Trains staff and adheres to all FERPA expectations per guidelines.
</li><li>Attends all district Test Coordinator and LPAC trainings, orientations, and updates.
</li><li>Attends all required professional development activities that are required.
</li><li>When possible, attends LPAC meetings.
</li><li>Participates in and maintains current training for LPAC and all relevant screening and assessment tools.
</li>Stays current in areas of Emergent Bilingual instructional innovations and educational research and disseminates information to appropriate staff members. 
<li>
</li></ul>Qualities of an Effective Testing Coordinator
The testing coordinator exhibits qualities such as the following: 
<ul><li>Daily attendance and punctuality at work are essential functions of the job.
</li><li>Complies with District policies, as well as state and federal laws and regulations.
</li><li>Complies with the standards of conduct set out in Board Policy DH (Legal) and (Local) and with any other policies, regulations, and guidelines that impose duties, requirements, and standards.
</li><li>Compiles, maintains, and files reports, records, and other documents required.
</li><li>Attends and participates in faculty meetings and serves on staff committees as required.
</li><li>Corrects unsafe conditions in the work area that could cause an accident and informs the supervisor of any conditions that are not correctable immediately.
</li>Maintains confidentiality. 
<li>
</li></ul>Supervisory Responsibilities: 
<ul><li>None 
</li></ul>Equipment:
Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, copier, fax, and other equipment applicable to the position. 
Working Conditions:
Mental Demands/Physical Demands/Environmental Factors: 
<ul><li>Maintains emotional control under stress.
</li><li>Works with frequent interruptions.
</li><li>Work irregular and extended work hours
</li><li>Frequent walking, standing, stooping, bending, pulling and pushing, lifting, and carrying (may lift and move textbooks and classroom equipment).
</li><li>Occasional district-wide and statewide travel.
</li>Uses a computer for prolonged periods, resulting in repetitive hand motions. 
<li>
</li></ul><ul><li>Be able to maintain an environment conducive to testing and testing preparation; moving stacks of test books, test documents,s media equipment, desks, and other classroom equipment.
</li></ul><ul><li>Frequent exposure to: temperature extremes (hot and cold), humidity, extreme noise, low or intense illumination, or vibration.
</li></ul><ul><li>Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.)
</li></ul>Work outside, work around moving objects or vehicles, work on uneven surfaces. 
<ul><li>
</li></ul>The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.</div>

2026-2027 Testing Coordinator

Join Del Valle ISD and explore 2   exciting career opportunities. They're hiring for various roles with options for remote or on-site work. Apply today and become part of their innovative team.

Del Valle ISD

About Company

Student Support Interventionist

2026-2027 Testing Coordinator