At-Risk Student Interventionist, .8 FTE - Secondary Site

At-Risk Student Interventionist, .8 FTE - Secondary Site Proctor Public Schools Secondary Site - Proctor, Minnesota This job is also posted in Proctor Public Schools Job Details

Job ID:

5709611

Application Deadline:

May 22, 2026 3:00 PM (Central Standard Time)

Posted:

Yesterday

Starting Date:

Aug 24, 2026 Job Description This position is open to internal and external candidates beginning in the 2026-2027 school year. .8 FTE At-Risk Student Interventionist - High School and Middle School Position Summary The At-Risk Student Interventionist provides academic, behavioral, attendance, and social-emotional support to students identified as at risk of academic failure, chronic absenteeism, disengagement, or dropping out of school. Working collaboratively with teachers, counselors, administrators, families, and community agencies, the Interventionist develops and implements targeted intervention strategies designed to remove barriers to student success and improve student engagement, achievement, and school connectedness. This position focuses on building positive relationships with students while providing individualized support, monitoring progress, coordinating interventions, and connecting students and families with appropriate school and community resources. The Interventionist serves as a proactive advocate for students and works to create a safe, supportive, and inclusive learning environment that promotes student growth, resilience, and long-term success. Essential Duties and Responsibilities Build positive, supportive, and trusting relationships with students identified as academically, behaviorally, socially, or emotionally at risk. Monitor student attendance, behavior, academic performance, and engagement data to identify students in need of intervention and support. Develop and implement individualized intervention plans designed to improve student attendance, academic success, behavior, engagement, and school connectedness. Provide direct intervention support to students through mentoring, check-ins/check-outs, goal setting, problem-solving, and social-emotional support. Collaborate with teachers, counselors, administrators, social workers, special education staff, and support personnel to coordinate student interventions and monitor progress. Communicate regularly with parents/guardians regarding student progress, concerns, attendance, behavior, and intervention strategies. Assist students and families in accessing school and community resources, including mental health services, academic supports, social services, and other outside agencies. Support the implementation of district Multi-Tiered Systems of Support (MTSS) and other intervention frameworks. Participate in student support meetings, problem-solving teams, Child Study meetings, attendance review meetings, and other collaborative planning meetings as assigned. Develop strategies and interventions aimed at reducing chronic absenteeism, increasing student engagement, and improving graduation readiness. Maintain accurate and confidential records related to student interventions, communication, progress monitoring, and case management activities. Assist in developing behavior support strategies and de-escalation approaches for students experiencing emotional or behavioral challenges. Monitor student transitions between grade levels, programs, alternative placements, and re-entry situations to ensure continuity of support. Promote a positive school climate by fostering respectful relationships, inclusion, accountability, and student belonging. Supervise students as assigned and assist in maintaining a safe and orderly school environment. Participate in professional development opportunities related to trauma-informed practices, restorative practices, mental health, behavior interventions, attendance interventions, and student engagement strategies. Maintain knowledge of district policies, state laws, and best practices related to student support services, confidentiality, mandated reporting, and student welfare. Perform other duties as assigned by the building principal or district administration in support of student success and school operations. Qualifications Valid Minnesota Teaching License required. Bachelor's degree in Education, Counseling, Social Work, Psychology, or a related field required; Master's degree preferred. Minimum of three years of successful experience working with middle school and/or high school students preferred. Demonstrated experience working with at-risk, academically struggling, behaviorally challenged, or disengaged students preferred. Knowledge of adolescent development, trauma-informed practices, restorative practices, and behavior intervention strategies. Experience implementing intervention systems within a Multi-Tiered Systems of Support (MTSS) framework preferred. Strong interpersonal, communication, and relationship-building skills with students, staff, families, and community partners. Ability to de-escalate conflict situations and effectively support students experiencing emotional or behavioral challenges. Demonstrated ability to maintain confidentiality and exercise sound professional judgment. Experience collaborating effectively within multidisciplinary teams, including teachers, counselors, administrators, and outside agencies. Strong organizational skills and ability to manage multiple student cases, priorities, and responsibilities simultaneously. Proficiency with educational technology, student information systems, and data management systems. Working Conditions The At-Risk Student Interventionist will serve in a variety of school environments, supporting students in classrooms and throughout the school day. The role requires flexibility, collaboration, and a commitment to fostering safe, respectful, and innovative learning spaces. Proctor Public Schools is an equal opportunity employer and encourages applications from all qualified individuals. This position is represented by EdMN-Proctor. Click Here for the Salary Schedule

Internal and External Application Deadline:

Wednesday, May 22, 2026 - 3:00 p.m.

Position Type:

Full-Time