2025-26 Intervention Specialist 10 mo - RiverEast Elem/Secondary

GENERAL INFORMATION
Saint Paul Public Schools (SPPS) is looking to hire a full-time Intervention Specialist 10 mo for our RiverEast Elem/Secondary in St. Paul, MN. We are aiming to fill this role in 2 - 4 weeks. Employees could be eligible for Medical/Dental/Vision/Pension and accrue sick and vacation time.

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.

Position Summary
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 (schoolwide/universal), tier 2 (targeted/small group), and tier 3 (intensive/individual) academic, social emotional, and behavior supports and interventions.

Reporting Relationship
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.

Minimum Qualifications:
¿ 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.

Preferred Qualifications
¿ 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.

Knowledge, Skills, and Abilities
¿ Knowledge of Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), and restorative practices.
¿ Knowledge of child and adolescent development, culturally responsive pedagogy, and trauma-informed practices.
¿ Knowledge of effective instructional and tutoring strategies across multiple subject areas.
¿ Knowledge of behavior management strategies, conflict resolution, and de-escalation techniques.
¿ Skill in building strong, trust-based relationships with students, families, and colleagues.
¿ Skill in analyzing and interpreting academic and behavioral data to inform interventions.
¿ Skill in facilitating restorative conversations, student success planning, and conflict resolution.
¿ Ability to communicate effectively, both orally and in writing, with diverse audiences.
¿ Ability to model and coach classroom management strategies for licensed and non-licensed staff.
¿ Ability to collaborate effectively in team settings and contribute to schoolwide initiatives.
¿ Ability to adapt to changing student needs and shifting school priorities.
¿ Ability to maintain confidentiality and exercise sound judgment in sensitive situations.

Essential Job Duties

The essential job functions include, but are not limited to, the following fundamental duties:

Direct Student Support
¿ Support tier 1 (schoolwide/universal) systems, procedures, and practices.
¿ Coordinates the activities of programs to improve student achievement and/or behavior.
¿ Provides tutoring support and work direction to students in a variety of subject areas.
¿ Create/co-create success plans for students; facilitate, progress monitor, and document Tier 2 and Tier 3 interventions.
¿ Facilitate and/or support the use of reset/calming/sensory spaces with clear structure, routines, and restorative expectations.
¿ Facilitate restorative chats, conversations, and repair/restore circles/conference, and classroom re-entry meetings that support both teacher and student needs.
¿ Support student attendance initiatives and serve as a consistent social, emotional, and academic support system for students.
¿ Respond to support calls with the goal of restoration, reflection, and return to learning.
¿ Participate in welcome back meetings following dismissals and/or suspensions.
Data Collection, Analysis, & Reporting
¿ Collect, document, and analyze student academic and behavioral data to identify needs, monitor progress, and guide interventions.
¿ Maintain accurate, timely, and complete records of success plans, interventions, and Office Discipline Referrals in Infinite Campus or other designated SPPS systems.
¿ Consistently ensure data entry and management practices are in accordance with district guidelines and timelines.
¿ Generate progress data and reports for administrators, teachers, and families as requested by building administration, ensuring clarity and accessibility.
¿ Use data to monitor schoolwide and individual student behavior and academic trends, adapting strategies and interventions as needed.
¿ Use data to monitor schoolwide and individual student behavior and academic trends, adapting strategies and interventions as needed
Collaboration with School Teams & Families
¿ Collaborate and communicate with staff to align interventions with schoolwide and classroom goals.
¿ Model and/or coach classroom management strategies for school staff, both during scenario-based sessions and in real-time situations.
¿ Provide behavior management training and professional development opportunities for non-licensed staff, around topics that include tutoring student support, Building and maintaining proactive, trust-based relationships with families; providing regular communication regarding student strengths, needs, and success plans.
¿ Active participation in MTSS (PBIS, SAT, SST, MHT, etc.) teams/meetings to align supports and interventions.
¿ Collaborate and communicate with community partners (i.e., mentoring programs, after school organizations) to align supports, increase access to resources, and strengthen student, family, and school connections.

District & School-Wide Initiatives
¿ Assist in the development and implementation of innovative methods for supporting students¿ academic achievement and behavior success.
¿ Develop communications to ensure staff are aware of academic achievement activities, restorative practices, and behavior management strategies.
¿ Attend and actively participate in district PLCs, professional development, and workshops (e.g., NVCI/De-escalation, Restorative Practices, Check & Connect, Tier 2 & 3 Interventions, Data Collection & Monitoring).
¿ Contribute to district initiatives such as the district¿s strategic plan by collaborating with colleagues to enhance student achievement and sustain aligned resources.

Non-Instructional Supervision (e.g., Lunchroom, Hallway, Bus Duty)
¿ Monitor student behavior to promote a safe, respectful, and orderly environment.
¿ Encourage positive social interactions and address inappropriate language or conduct.
¿ Maintain cleanliness by directing students to dispose of trash properly and keep shared spaces tidy.
¿ Assist with seating and movement patterns to support inclusivity and minimize disruptions.
¿ Maintain visibility in high-traffic areas during passing times, transitions, and bus arrival/dismissal times.
¿ Encourage timely movement between locations to reduce tardiness.
¿ Prevent loitering, roughhousing, and other inappropriate behaviors.
¿ Foster a positive school climate by greeting students and modeling respectful conduct.
¿ Supervise bus loading and unloading to ensure safety, order, and efficient transitions.
¿ Assist students in following bus safety expectations and procedures.
¿ Respond promptly to incidents and report safety concerns or repeated issues to administration or appropriate personnel.

Other Duties as Assigned

Physical and Mental Demands:

Physical Requirements:
o Frequent standing and walking for sustained periods, particularly when supporting classrooms, student activities, or school events.
o Manual dexterity to operate standard office equipment, classroom technology, audio/visual tools, and instructional/behavioral support equipment.
o Lifting: Raising objects from a lower to a higher position or moving objects horizontally from position to position; occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
o Reaching: Extending hand(s) and arm(s) in any direction.
o Repetitive Motion: Frequent substantial movements of the wrist, hands, and/or fingers.
o The work is classified as medium work, requiring the exertion of up to 50 pounds of force occasionally, up to 20 pounds of force frequently, and up to 10 pounds of force constantly to move objects.
o Visual acuity to observe students and activities, monitor data, and review printed and digital materials.
o Hearing to receive detailed information through oral communication, monitor the environment for safety, and effectively communicate with students, staff, and families.

Mental Demands:
o Sustained concentration to collect, interpret, and apply data when determining appropriate interventions and supports.
o Frequent shifting of attention to monitor multiple tasks or activities simultaneously in a fast-paced, dynamic environment.
o Regular mental effort required for problem-solving, conflict resolution, and making timely decisions.
o Maintaining composure, patience, and adaptability during high-stress or crisis situations.
o Consistent focus on clear and effective communication in interactions with students, staff, and families.
o Ongoing emotional resilience necessary to support and promote a safe, inclusive, and supportive school climate.

WORKING CONDITIONS
Work is primarily performed in a school setting, including athletic fields, gymnasiums, classrooms, and office environments. The role may require exposure to loud noise levels during sporting events and extended periods outdoors during practices and competitions. The position involves interaction with students, staff, and families in both structured and unpredictable situations, requiring flexibility, patience, and awareness of safety and confidentiality protocols.

PAY, BENEFITS & WORK SCHEDULE
This is a 10 month position working 40 hours per week.
Pay range for this 10 position is: $50,139 - $75,800
Pay range for this 12 position is: $64,119 - $97,476
Maximum hiring step = Step Twelve (12)

The full salary schedule is listed in the Teachers contract. Salary information for this job posting can be found on the Labor Agreements page and by selecting the "SCSP (School and Community Services Personnel)" Labor agreement.

Benefit information for this position can be found on the Benefits Summaries page and by selecting the "SCSP (School and Community Services Personnel) ¿ Full Time " link.

HOW TO APPLY
To be considered further, please apply for this position and attach a resume and cover letter to your online application.

The Human Resource Department will review your application materials and contact you regarding the next steps.

To attach additional documents to your online application, click on the "Additional Attachments" link from the applicant homepage and upload your documents as attachments. Valid file extensions for attaching a document include .doc, .txt, .rtf, and .pdf.

OTHER INFORMATION
Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.

Veteran's Preference - If you are an eligible veteran applying for a job where veteran's preference applies and wish to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.

Criminal Background Investigation and Reference Checks - Reference checks and a criminal background investigation will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.

ESSENTIAL FUNCTIONS
Essential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities.

Regular and reliable attendance.

May be exposed to various cleaning products.

EQUAL EMPLOYMENT OPPORTUNITY
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.

EQUITY STATMENT
SPPS is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.