Academic Intervention Specialist

Job DetailsJob Location

• Main
• Campus -
• San
• Diego,
• CA 92111Position
• Type:
• Full
• TimeEducation
• Level: 2
• Year
• DegreeSalary
• Range: $25.00 - $27.04
• HourlyJob
• Shift:
• DayJob
• Category: EducationBy joining the San Diego Center for Children, you will empower children and families through transformative mental health care and educational services. Our vision is to inspire a world where children and families live joyful, healthy lives. We serve over 1,000 people every day - are you ready to make an impact? Join us - and work with purpose! POSITION BENEFITS Team-Oriented, Multidisciplinary Approach Ongoing, High-Level Learning and Development Opportunities Culturally Diverse Environment Joint Commission Accredited Organization Comprehensive
• Health
• Insurance (Medical,
• Dental,
• Vision,
• Pet)
• Retirement
• Savings
• Plan: 403(b) - With Employer Match Up To 3% Generous Paid Time Off (Vacation, Sick Leave, Holidays) Wellness Programs EAP - Employee Assistance Program Tuition Reimbursement or Assistance For Continuing Education Employee Discounts Employee Recognition Program Opportunities For Career Advancement May Be Eligible For State or Federal Loan Forgiveness Programs For Work With Underserved Populations SUMMARY The Academic Intervention Specialist serves students in Kindergarten through 12th grade who require targeted support in foundational literacy and mathematics. This role provides essential academic and behavioral support within a structured environment, utilizing both push-in and pull-out models to deliver small-group instruction to at-risk students. ESSENTIAL DUTIES AND RESPONSIBILITIES (Other
• Duties
• May
• Be
• Assigned)
• Instructional
• Delivery and
• Intervention:
• Literacy
• Intervention: Addressing gaps in reading fluency, phonological decoding, and reading comprehension.
• Mathematics
• Intervention: Providing targeted instruction in number sense, computational fluency, and mathematical reasoning. This includes supporting students with K-12 concepts ranging from basic arithmetic operations to algebraic thinking and problem solving strategies.
• Instructional
• Delivery: Implementing evidence based interventions through structured small group and individual sessions, adapting curriculum to meet the diverse needs of learners.
• Differentiated
• Strategies: Use differentiated instructional strategies to meet the diverse academic and behavioral needs of students as outlined in their Individualized Education Plans (IEPs).
• Monitoring &
• Evaluation:
• Assessment
• Administration: Administer assessments each reporting period to determine accurate student placement and monitor progress toward IEP goals.
• Data
• Tracking: Maintain rigorous records of student progress and data collection within the intervention program.
• Data
• Analysis: Utilizing assessment data to identify specific learning deficits, monitor progress, and adjust instructional intensity in both English Language Arts and Mathematics.
• Team
• Collaboration: Participate in multidisciplinary team discussions to evaluate student growth and provide insights for updating IEPs.
• Behavioral
• Support and
• Classroom
• Management:
• Behavioral
• Support: Managing classroom dynamics and individual student behaviors to maintain an environment conducive to intensive learning.
• Intervention
• Implementation: Implement evidence-based strategies and behavior intervention plans (BIPs) to maintain a safe, productive, and therapeutic learning space.
• Crisis
• Response: Respond promptly to behavioral crises using de-escalation strategies and established school protocols.

Supervision

• Cooperate in school-wide supervision of students during both classroom and out-of-classroom activities.
• Administrative
• Responsibilities:
• Progress
• Reporting: Regularly report student progress to teachers, counselors, and administrators via formal progress reports and meeting updates.

Documentation

• Maintain detailed session notes and data logs in compliance with organizational, ethical, and CDE requirements.
• Professional
• Development: Attend mandatory RTI training, staff meetings, and professional development sessions focused on trauma-informed care.
• Professional
• Development: Attend staff meetings, training sessions, and professional development opportunities. Stay current on best practices in education, including trauma-informed care and inclusive teaching strategies. Participate in ongoing training and professional development as required by the San Diego Center for Children.
• Crisis
• Intervention: Respond promptly and effectively to behavioral crisis, following school protocols and utilizing de-escalation strategies.
• Other
• Duties as
• Assigned: Perform additional responsibilities to support the Academy’s goals and ensure the safety and well-being of students.
• On
• The
• Job
• Mandatory
• Ongoing
• Trainings: Maintain all certifications and licenses required for the role, ensuring they remain current. Complete and stay up to date with all mandatory trainings as specified and assigned by the
• San
• Diego
• Center for
• Children, including but not limited to: Intervention Toolbox, CPR and First Aid Certification, S.P.A. Certification, False Claims, HIPAA, Safety, Trauma Informed Care, and Annual Block Trainings as assigned.
• Restraint and
• Safety
• Training
• Requirements: Apply Safe and
• Positive
• Approaches (SPA) restraint techniques, which may involve: Lifting or holding a child in standing, sitting, or ground-level positions. Separating clients who are acting in an unsafe manner to ensure the safety of both clients and staff. Prolonged standing, bending, and transitioning youth from standing to a seated position.
• Behavioral and
• Emotional
• Challenges: Due to the emotional instability of the clients, the employee may be subjected to physical aggression, including but not limited to: Kicking, hitting, punching, biting, and hair pulling.
• Vision
• Requirements: Specific vision abilities include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• Pandemic
• Conditions: Must be able to perform job duties during a pandemic (e.g., COVID-19) and use technology to interact with and engage students. LANGUAGE SKILLS Ability to read, analyze, and interpret medical records, journals, reports, and legal documents; Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community; Ability to effectively present information to management and public groups REASONING ABILITY Ability to read, analyze, and interpret medical records, journals, reports, and legal documents; Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community; Ability to effectively present information to management and public groups PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hand to finger; or feel; reach with hands and arms; and talk or hear. Due to the emotional instability of the clients the employee may be subjected to kicking, hitting, punching, biting, hair pulling, etc. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. Most services will be provided in or near the homes of the families we serve. Employees are considered essential service providers and will be expected to work with families in need during pandemics or natural disasters.
• Diversity
• Statement
• The
• San
• Diego
• Center for
• Children is committed to: Actively recruiting, retaining, and supporting diverse staff at all levels of the organization. Ensuring that diverse perspectives are included in the development and implementation of policies, practices and services, and that individuals feel empowered to advance our mission within an atmosphere of trust, safety, and respect. Encourage and provide access to professional development in order to deliver equitable and culturally informed services to the population we serve.
• QualificationsMINIMUM
• REQUIREMENTS: Valid California Driver’s License and Reliable Transportation Must be 21 Years of Age or Older Possession of a Secondary
• School
• Diploma or its
• Recognized
• Equivalent and one of the following: Completion of at least Two Years of Study (minimum 48 semester hours) at an Institution of Higher Education Possession of an Associate's (or higher) Degree Passing a rigorous assessment that demonstrates the knowledge of, and the ability to assist in instruction, reading, writing, and mathematics (San Diego Center for Children’s Paraeducator Competency Exam [PCE]). Experience working with Special Education Populations or Youth with Behavioral/Emotional Challenges Strong interpersonal, organizational, and communication skills Ability to work collaboratively within a multidisciplinary team
• Preferred
• REQUIREMENTS: 30 Day Substitute Credential Bilingual (English/Spanish) Familiarity with evidence-based practices, such as Motivational Interviewing, Trauma-Informed Care, or Positive Youth Development.