Special Ed Interventionist

Job description

Special Ed Interventionist JobID: 14886


+ Position Type:
Student Support Services


+ Date Posted:
10/10/2025


+ Location:
Polk Alternative Education Center


+ Date Available:
25-26 School Year

   JOB SUMMARY: The Special Education Interventionist is responsible for providing behavioral, academic, and mental health support to students in an effort to increase student academic achievement.

The responsibility of the interventionist may include, but not limited to: monitoring student behaviors, implementing plans of support when needed, connecting youth and families to social service providers, facilitating collaborative planning, and ensuring that coordinated services are offered which match assessed needs.

ORGANIZATIONAL AND REPORTING RELATIONSHIPS: The special education interventionist will report directly to the building/program administrator and will maintain a working relationship with building staff, ELSC staff, and community agencies.

ESSENTIAL JOB FUNCTIONS: The essential functions, as shown below, represent the key areas of responsibility; specific position requirements may vary depending on need.

Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

Team Collaboration:

+ Provide active communication and positive relationships with parents, students, staff, and community members

+ Analyze behavioral trends and patterns

+ Assist with BIP development

+ Assist with BIP implementation checklist(s)

+ Assist with interventions

+ Meet with families in their homes and other locations that are convenient to the family

+ Attend IEP meetings, support team meetings and other similar meetings within the building for the purpose of communication and service coordination when requested

+ Assist staff with strategies to support and meet students’ needs in the areas of behavior, autism supports, and achievement of IEP goals

+ Develop and implement programming associated with supporting students with academic, behavioral, and SEB needs.

This may include:

+ small group instruction

+ whole group instruction


Student Support:

+ Provide assistance with de-escalation of student behaviors including reintegration back into the classroom/work system/related required task

+ Administer one-to-one intensive behavior interventions for students.

Actively participate in behavior intervention or team meetings

+ Assist teacher with Medicaid summaries and daily medicaid logs

+ Assist with transition of students back to home building when applicable

+ Provide supervision of students (e.g. lunch duty, recess, substitute rotation, arrival dismal) as necessary and directed by the building/program administrator

+ Serve as an active member of the building/program PBIS team

Case Management

+ Assist and provide transportation for students and families when appropriate

+ Collaborate with mental health therapist when applicable (Polk)

+ Foster and support community partnerships

+ Maintain satisfactory harmonious working relationships with the public, students, and other employees.



+ Serve as liaison between students and community, and home attendance building when applicable

Additional Off-site specific positions could include, but not be limited to:Restorative Justice:

+ Assist with Restorative Justice process in building when applicable

+ Complete training

+ Perform restorative circles


Student Attendance:

+ Tracking student daily attendance

+ When needed apply attendance intervention process (e.g. phone calls, parent letters, visits, etc.)

+ Implement and oversee attendance policy within your team while working with attendance secretary (i.e. attendance letters)

+ Review and Analyze attendance data and trends while completing attendance interventions

OTHER DUTIES: This job description is not designed to contain a comprehensive listing of duties or responsibilities required for this job.

Duties, responsibilities and activities may change at any time with or without notice.

JOB REQUIREMENTS:

+ Bachelor’s degree in Social Services, Psychology, Criminal Justice, or other related program of study preferred; or prior job experience in a related position.



+ Preferred experience with any of the following: Autism support strategies, visual schedules, Check and Connect, Aggression Replacement Training, Restorative Practices, SEB strategies, behavioral interventions, and Trauma-informed practices.



+ Experience working with children in a school setting preferred

+ Ability to work collaboratively with social service agencies, schools, and advisory committees.



+ Valid Iowa Driver’s License.



+ Ability to perform duties with awareness of all district requirements and Board of Education policies.



+ Become trained and proficient in non-violent crisis intervention (i.e. CPI or MANDT) and be able to perform and implement all requirements, including physical restraint.



KNOWLEDGE, SKILLS AND ABILITIES REQUIRED:

+ Patience and understanding in communicating with persons to be served and the ability to advocate for students in accessing needed resources.



+ Ability to establish and maintain effective working relationships with all stakeholders

+ Ability to work with diverse populations.



+ Ability to speak clearly and concisely both in oral and written communication.



+ Commitment to help program youth and their families identify their strengths.



+ Ability to take initiative

+ Ability to recognize sensitive issues and maintain confidentiality

+ Knowledge of, and ability to implement, de-escalation techniques

+ Knowledge of, and ability to implement, behavior management techniques

+ Commitment to assist families and youth to identify, confront, and reduce the conditions which place them at risk of dropping out of school.



+ Knowledge of community resources.



+ Regular attendance.



+ Capable of representing the school in a professional manner, which includes but is not limited to confidentiality, communication skills, and dress.



ENVIRONMENTAL AND PHYSICAL ACTIVITY REQUIREMENTS: 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 frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear.

The employee frequently must squat, stoop or kneel, reach above the head and forward 0-24 inches and on occasion up to 36 inches.

The employee continuously uses hand strength to grasp items.

The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job.

The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes.

The employee will sometimes push/pull items such as tables and carts.

Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

The noise level in the work environment is usually quiet.

The position requires the commitment of professional working hours that may require the employee to extend beyond the school day specific to the building they support.

The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc.

The employee will usually work in indoor temperatures but will work outdoors or when supervising students outside of the classroom.

INTELLECTUAL/MENTAL REQUIREMENTS: Ability to read, analyze, interpret, and implement ideas contained in technical documents, assessment data, professional journals and regulations.

Ability to effectively write reports and communications to students, colleagues, parents and staff.

Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.

Ability to solve problems effectively.

Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position.

Additional duties are performed by the individual holding this position and additional duties may be assigned.

The Cedar Rapids Community School District is an Equal Opportunity Employer.

The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.

Federal law obligates an employer to provide reasonable accommodation(s) for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer.

If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources, at 319-558-2747.

Required Skill Profession

Other General