Youth Intervention Specialist - Tennyson High School (2024-2025 School Year)

HAYWARD UNIFIED SCHOOL DISTRICT

Position Description

TITLE: Youth Intervention Specialist REPORTS TO: Site Principal

DEPARTMENT: Educational Services / School Site CLASSIFICATION: Management

FLSA: FSLA WORK YEAR: 197 days

BOARD

APPROVAL: 5/25/11

BASIC FUNCTION:

Under the direction of the site principal, design and implement programs to help students overcome problems that impede learning and assist them and their families in making educational and behavioral plans.

REPRESENTATIVE DUTIES:

ESSENTIAL DUTIES:

Student Support Services

Assist students in developing appropriate behavior patterns for dealing with school and life setting activities and relationships with peers, teachers, etc.

Developing personalized programs based on each students individual needs

Provide individual and small group social/emotional counseling/therapy, including support groups focusing on school adjustment issues

Provide crisis intervention and connections to appropriate agencies for student experiencing a severe crisis

Assist with student support programs such as Student Study Teams and related programs. Work with the site administrator to develop school wide activities that promote student recognition and motivation

Design and provide specialty workshops to provide youth training, accountability and positive peer support while gaining social and personal responsibility.

Assure programs are designed and implemented to support a multi-dimensional plan for achieving incremental improvement benchmarks and overall behavioral-based goals

Assists students, parents and teachers in making use of community resources

Educational Support Services

Assist in the implementation of a school-wide, multi-level instructional and behavioral system for preventing school failure including screening, progress monitoring, data based decision making for instruction, movement within the multilevel system and identification of student disabilities.

• Complete formal and information psycho-educational assessments for the purpose of identifying special needs

• Attend and serve as administrative designee at IEP's

• Recommend program and classroom placements consistent with the needs of the student

• Support teachers and administrators regarding student issues by giving guidance through 504's, behavior plans, SST, IEP and discipline process

• Assure that lower level interventions have been appropriately implemented and analyized for effectiveness prior to moving to the next level of intervention

Family Support Services

• Coordinate family, school and community resources on behalf of the students

• Works with families concerning home situations that relate to the student's performance

• Works with teachers, administrators and other staff regarding issues of student attitudes, progress and attendance (truancy and absenteeism)

• Works with Child, Welfare and Attendance and provides information in a timely manner

• Facilitate group parent education programs

• Establish a parent information program which provides opportunities for parent to meet with school counselors to discuss concerns and develop strategies for assisting students outside of school

KNOWLEDGE AND ABILITIES

KNOWLEDGE OF:

Programs to support healthy kids and healthy families

School based behavioral health program

Continuum of services to support academic, emotional, and social growth

Expertise in diagnosis and prescriptive programming

Experience and expertise in the assessing of children of different cultural and racial groups

ABILITY TO:

Work with individuals, groups and families

Support systemic change and reform initiatives that produce gains in closing the achievement gap.

Manage conflict through quality decision-making and effective problem solving.

Collaborate and work with staff in general education, school support, and professional development to provide quality programs and services to students in special education and general education.

Ability to translate knowledge and understanding to practical application in the areas of curriculum, assessment, evaluation.

The ability to speak Spanish will enhance qualifications.

EDUCATION AND EXPERIENCE:

Minimum of five (5) years experience with evidence of demonstrated instructional leadership or leadership in intervention/support models

Masters Degree from an accredited college or university preferred

CREDENTIAL/EDUCATION:

California Teaching Credential or Pupil Personnel Services Credential

California Administrative Credential

School Psychologist credential preferred

LICENSES AND OTHE REQUIREMENTS:

Valid California Drivers License

WORKING CONDITIONS:

ENVIRONMENT:

Office environment

Constant interruptions

PHYSICAL DEMANDS:

Dexterity of hand and fingers to operate a computer keyboard.

Hearing and speaking to exchange information

Seeing to read a variety of materials

Sitting for extended periods of time

Bending at the waist, kneeling or crouching to file materials.

Walking throughout the campus

OVERTIME EXEMPT:

This position is designated Management under the provisions of the EERA.

This position is designated overtime exempt under the provisions of the Education Code.

Requirements / Qualifications

Requirements / Qualifications