Elementary Social-Emotional Learning (SEL) Interventionist K-3

Position Type:
Elementary School Professional Staff/Intervention Specialist

Date Posted:
10/23/2026

Location:
Camas School District

Closing Date:
Open Until Filled
Link to Apply: https://www.applitrack.com/camas/onlineapp/

Salary: $64,042 - $117,614 (prorated by FTE & days worked in the school year)

Hours: 1.0 FTE

Days: 180 days (August 24, 2026 - June 17, 2027)

Position:

Position Overview

The K 3 Student Support Specialist provides direct social-emotional and behavioral intervention to early elementary students (ages 5 9). Operating primarily through direct student interaction in reset spaces, small group settings, classrooms, and unstructured environments (recess, cafeteria, transitions), this role focuses on supported self-regulation, trauma-informed de-escalation, peer conflict resolution, and targeted behavior intervention. This position does not involve classroom teaching or delivering SEL curriculum. However, this position could involve small-group, targeted instruction, focusing instead on hands-on behavioral and emotional coaching to keep students safe, regulated, and ready to learn.

Key Responsibilities

Direct Behavior & Regulation Support (Tier 2 & 3)

• Supported Self- Regulation & Crisis De-escalation: Respond immediately to acute student dysregulation across school settings using calm, trauma-informed techniques to assist young children in regaining emotional balance.
• Manage Regulation & Reset Spaces: Staff and oversee a student-centered Calm-Down or Reset Room equipped with visual emotion charts, sensory tools, and reflection prompts to help students reset and return to their classes.
• Check-In / Check-Out (CICO): Facilitate daily morning check-ins and afternoon debriefs with identified high-need students to set behavioral goals, track daily progress, and provide positive reinforcement.
• Targeted Small-Group Skill Building: Lead non-instructional, activity-based small groups focusing on specific developmental needs such as impulse control, emotional identification, turn-taking, and peer play skills.

In-Classroom Behavioral Coaching

• Push-In Regulation Support: Provide direct, individualized behavioral support inside classrooms to help specific students remain focused, manage frustration, and utilize coping strategies during regular instructional time.
• Individualized Plans: Implement and monitor individualized intervention plans and regulation routines created in collaboration with the support team.
• Model Self-Regulation: Demonstrate regulation strategies with positive behavior redirection techniques, and skill-building opportunities alongside classroom teachers.

Unstructured Environment & Transition Coaching

• Recess & Cafeteria Supervision: Maintain an active, dynamic presence during lunch and recess to model positive play, intervene during peer disputes, and coach students through social dynamics in real time.
• Transition Support: Assist students struggling with high-stress transition periods, including morning arrival, dismissal, specialist rotations, and hallway navigation.

Data Tracking, Team & Caregiver Collaboration

• Progress Monitoring: Document student behavioral incidents, track intervention data, and record progress toward personal regulation goals.
• Multi-Disciplinary Team Partnering: Collaborate with school counselors, school psychologists, special education staff, and administrators to review student data and refine support strategies.
• Caregiver Communication: Maintain regular contact with families to share positive updates, align behavioral strategies between home and school, and provide updates on intervention progress.

Qualifications & Competencies

Education & Credentials

• Required:
• Valid Washington State teaching certificate with Elementary Education K 8 or K 12 Special Education endorsement.
• Bachelor's degree from an accredited university.
• Preferred:
• Master's degree in Education, Special Education, or Educational Leadership.
• Training or professional development in trauma-informed practices, de-escalation techniques (e.g., CPI, Safety-Care), or Positive Behavioral Interventions and Supports (PBIS).

Professional Experience & Knowledge

• Minimum of 2 3 years of experience working directly with K 8 students with social, emotional, or behavioral support needs within a school environment.
• Strong knowledge of child and early adolescent development (grades K 8), school-wide behavioral support systems, trauma-informed practices, and practical student de-escalation strategies.
• Experience implementing classroom behavioral strategies, student support routines, and individual behavior intervention plans.

Key Attributes

• High Emotional Stamina & Patience: Ability to remain steady, neutral, and supportive during active behavioral escalation and distress.
• Child-Centered Communication: Skilled at connecting with young children using concrete, age-appropriate language, visual supports, and play-based coaching.
• Active Physical Presence: Highly mobile and ready to respond quickly to support requests across various areas of the school building and grounds.

Physical Demands & Work Environment

• Environment: Elementary school hallways, reset rooms, classrooms, cafeteria, and outdoor playgrounds in varying weather conditions.
• Work Environment: The usual and customary methods of performing the job's functions require the following physical demands: Generally, the job requires 10% sitting, 50% walking, and 40% standing. The job is performed in a generally clean and healthy environment.

Benefits:
School Employee Benefit Board (SEBB) Eligibility determination: All eligibility determinations are based on rules in Chapters 182-30 and 182-31 of the Washington Administrative Code (WAC). If the position is anticipated to work a minimum of 630 hours in a school year, then that position would be deemed benefit eligible. SEBB benefits include medical, vision, dental, long-term disability and life insurance. Supplemental coverages are also available.

Retirement Eligibility determination: A certificated position participates in the Teacher Retirement System (TRS) which requires at least 5 months of 70 or more hours of compensated employment during a school year to be eligible for Washington State Retirement. A classified position participates in the School Employee Retirement System (SERS) if the position is expected to require at least 5 months of 70 hours or more for two consecutive years (initially) of employment.

Acknowledgment

I understand that this job description is not intended to be an exhaustive list of all duties, responsibilities, or qualifications associated with the position. My signature indicates that I have reviewed and understand the requirements of this position.

Signature: Date: