Strengths Based Interventionist

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 written out in this job description.

GRPS MISSION : Our mission is to ensure that all scholars are educated, self-directed and productive members of society.

Department: Instruction

Unit: Support Non-Exempt

Wage: Compensation range listed is based on an average 1-15 years of experience, as determine by Human Resources

Grade 210 – Specific salary based on experience Direct Supervisor: Principal

***This is a Grant-Funded, non-tenured position continued employment under the terms of this grant is contingent upon continued funding***

JOB SUMMARY

The Strengths-Based Interventionist will work under the direction of the principal to provide academic and behavioral support for scholars using a strengths-based approach. The Interventionist will work with a specific caseload of identified scholars to implement the Strengths Opportunities Aspirations Results (SOAR) process while promoting learning readiness.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Work with identified scholars and parents utilizing a strengths-based approach that recognizes scholar strengths as a key component to reinforcing all positive scholar outcomes, including behavior, academic, and social-emotional
• Assist scholars and parents in learning and implementing the scholar SOAR process, which identifies scholar strengths (including recognizable and defined academic, behavioral, or social emotional behaviors that “shine” for a particular scholar) and opportunities, creates aspirations, and makes public intended
• Utilize a holistic approach to scholar success that considers and addresses the emotional, physical, behavioral, and social-emotional needs of scholars to help them identify their strengths, preferences, and passions to increase academic and behavioral
• Document, develop, and enrich scholars’ portfolios of academic and social emotional strengths, helping them to identify, develop, and/or further develop as a scholar by using known strengths as a lever of
• Collaborate with teachers, School Renewal Specialists, administrators, Promise Neighborhood Facilitators, and other district staff to determine how best to serve scholars and implement evidence- based practices to reach the desired
• Progress monitor caseload and create individual leverage plans for
• Ensure compliance with the Grand Rapids Southeast Promise Neighborhood Grant in that weekly report logs of caseload progress are documented and submitted to the Biweekly meeting with the School Renewal Specialist for coaching sessions to learn and leverage evidence-based practices within the pipeline initiatives of the Promise Neighborhood Grant: Early Learning, School Success, College and Career Readiness, and Parent and Community Support.
• Other duties as assigned.

QUALIFICATIONS

Required Education and Experience:

• Experience working with urban
• High school

Preferred Qualifications:

• Experience in education
• College credits

Knowledge, Skills, and Abilities:

• Consistently demonstrate dependable attendance and

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below 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.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.

WORK ENVIRONMENT

The noise level in the work environment is usually moderate.

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or [email protected].