Job Summary

The Prevention and Intervention Specialist position is responsible for the management, development, coordination of services, professional development technical assistance and other Multi-Tiered System of Support (MTSS). Positive Behavior Intervention and Support (PBIS), Social Emotional Learning (SEL) programs/services related projects and is the lead administrator for a project team. Establishes and implements district services and technical assistance across these frameworks. Coordinates and facilitates various county communities, staff development and leadership activities; and provides leadership in the design, implementation, and maintenance of innovative practices that support student achievement.

Examples of Duties

• Understanding of Applied Behavioral Analysis
• Administrator consultation
• Provides leadership/direction for grant funded programs, and aligns projects with the LEA’s organizational goals and objectives, including interconnection and collaboration with behavioral health programs;
• Assists and supervises the implementation of MTSS, PBIS, SEL, etc.;
• Directs, coordinates, organizes, prioritizes, and monitors the development and implementation of individual and team goals;
• Develops, maintains, and evaluates research-based, data-driven teaching and learning models that support a multi-tiered system of support (MTSS) and sustain achievement for all students;
• Establishes opportunities for parent/community interaction and building student voice;
• Collaborates with local, regional and state representatives in the implementation and maintenance of PBIS/SEL related programs;
• Establishes and evaluates goals, priorities, processes, and systems in the delivery of services;
• Coordinates pertinent county-wide networks and attends state, regional, and local meetings as a representative of PBIS/SEL and/or an advocate of county offices;
• Collaborates with administrators of other departmental and branch projects, programs and initiatives, regarding services to meet the needs of all learners;
• Assist in the liaison efforts between HCOE and districts and schools in the area of Differentiated Assistance (DA) and Comprehensive Support and Improvement (CSI) locally, regionally, and statewide:
• Communicates within and among teams, units, divisions, and districts to promote cohesiveness;
• Establishes and maintains internal and external partnerships to support accelerated and sustained student growth and achievement throughout the county;
• Promotes equity, cultural competency, inclusion, and embraces diversity;
• Performs related duties as assigned.

Employment Standards

Knowledge of

• California academic and ELD standards;
• Regional project structures, pedagogical principals, and practices in teaching and learning for educators, parents, and all students; existing and emerging local, state and national resources;
• Existing programs that have been instrumental in closing the achievement/access gaps and increasing college attendance rates;
• State and local laws, codes, regulations, and requirements pertaining to school climate transformational activities.

Ability to

• Establish program goals;
• Train and supervise staff;
• Prepare project presentations and publications, especially relating to MTSS/PBIS and mental health, accountability, and school improvement; work independently;
• Establish and maintain project deadlines;
• Work with a variety of individuals and groups;
• Communicate orally and in writing; and travel to various locations.

Education and Experience Requirements

• Maintaining MTSS/PBIS projects and other programs, within a district, or among multiple districts, public schools and/or county office;
• Providing professional development; evaluating, implementation stages and providing appropriate coaching, technical assistance and interventions;
• Identifying and incorporating innovative, promising, and best practices in creating and delivering project services;
• Monitoring grant projects;
• Conducting project reviews and evaluations; use of fidelity measures and action planning with teams; and analyzing and interpreting student/school/district project data including experience and willingness to become facilitator of School-Wide Information System (SWIS) and Check-In Check Out School-Wide Information System (CICO-SWIS), or similar assessments; familiarity and understanding of California Social Emotional Learning (CASEL) and selection and implementation of Social Emotional Learning curriculum;
• Provide training and support in Restorative Practices.

Minimum Qualifications

• Valid Pupil Personnel Services Credential, and/or Teaching Credential;
• Two (2) years of experience designing and implementing professional development programs.

Desired Qualifications

• Master’s Degree in Education or related field, from accredited college or university;
• Five years (5) of combined experience with implementation and in education as teacher or specialist;
• Within 2 years, or having obtained, a Clear Administrative Credential;
• Experience supervising and evaluating staff.

Skill in

• Establishing procedures and priorities; facilitating group processes;
• Researching, interpreting, analyzing, reporting, and utilizing data; developing, marketing, and coordinating project activities and services;
• Using student, school, and community data to monitor student improvement and school or district reform, facilitating school/district leadership teams.

Physical Abilities

• Includes extended periods of sitting, standing and walking;
• Pushing and pulling; reaching, twisting, turning, bending and stooping; speaking and hearing, and fine manual dexterity….(etc.).

Class 1
SSJ/dr 2020