2026 - 2027 SST INTERVENTION SPECIALIST (0.5 PART-TIME) - SYLVAN HILLS MIDDLE SC
Atlanta Public Schools, Atlanta, GA, United States
2026 - 2027 SST INTERVENTION SPECIALIST (0.5 PART-TIME) - SYLVAN HILLS MIDDLE SCHOOL
JobID: 4782
Position Type: SCHOOL SUPPORT (INSTRUCTIONAL)/ INTERVENTION SPECIALIST
Date Posted: 4/24/2026
The SST/RTI Intervention Specialist will assist teachers, school administrators, and other school personnel on the Student Support Team to: 1) Identify foundational areas of weakness for assigned students; 2) Determine research-based interventions that meet the targeted weaknesses; 3) Determine validated progress monitoring tools that measure student growth resulting from the intervention; and 4) Analyze ongoing data to make decisions about next steps. The Specialist provides thorough explanations and modeling for implementing research-based academic and behavioral interventions with fidelity, observes implementation, and provides coaching and support. They are the lead contact for the SST/504 process and connect students and families to external wrap‑around services as needed.
Minimum Requirements
Certification:
T4 – T7 Georgia Professional Certification required.
Education:
Bachelor's Degree in Teaching required.
Master's Degree in Curriculum & Instruction or related field preferred.
Work Experience:
Three (3) years of verifiable experience improving student academic achievement or behavioral skills through instruction and interventions in a K-12 setting.
Three (3) years of School Counseling experience.
Knowledge, Skills, & Abilities
Models APS' Core Norms.
Desire to lead a team or other teachers.
Demonstrated classroom achievement results.
Expertise in grade/subject content standards and assessment.
Mastery of all domains in APS' Definition of Teaching Excellence (DTE).
Ability to translate student mastery requirements into instructional plans and strategies.
Built strong, positive relationships with adults throughout the school.
Knowledgeable about effective adult learning methods and coaching.
Ability to motivate others.
Effective oral and written communication.
Clear articulation and modeling of instructional practices.
Professional collaboration with students, staff, and parents.
Flexibility and adaptability between in‑person learning environments.
Knowledge of school safety & security procedures.
Ability to work under pressure and meet deadlines.
Essential Duties
Conduct SST meetings to facilitate the four major activities: identify weakness, determine interventions, set progress monitoring tools, analyze data for next steps.
Maintain updated electronic files for all students in the SST/504 process.
Provide guidance on effective use of behavioral support tools (Functional Behavior Investigations, behavior action plans, positive behavior supports).
Offer training, explanations, and modeling of best practices in SST activities.
Observe and coach teachers implementing interventions with fidelity.
Ensure compliance with federal and state laws, rules, and regulations.
Oversee data collection, including universal screening and progress monitoring at Tiers 2 & 3.
Administer or support state and local testing processes and policies.
Collaborate on strategic initiatives addressing school needs identified with administration.
Participate in professional development and collegial support to build leadership skills.
Act as a skillful participant in all school activities, modeling core norms and excellence definitions.
Reflect on successes and growth areas, seek improvement, and respond to feedback.
Assist with maintaining sanitation standards as required for a safe school environment.
Help administrators move students safely between locations.
Maintain prompt, regular in‑person attendance during regular business hours and as needed.
Perform other duties assigned by an administrator or representative.
Physical Abilities & Working Conditions
Vision: read small print and view a computer screen for prolonged periods.
Hearing: tolerate exposure to noisy conditions.
Speech: be understood face‑to‑face and by phone or computer.
Upper Body Mobility: use hands to grasp small objects, manipulate fingers, bend at wrist and elbow, reach upward, lift objects, and turn head.
Strength: lift, push, pull, and/or carry objects weighing 5 or more pounds frequently; may be required to restrain parties in a conflict.
Environmental Requirements: work with constant interruptions, cooperatively with others, independently, indoors.
Mental Requirements: read, write, interpret information at a moderately complex level; possess high school math skills; quick judgment; learn verbal procedures; give instruction; prioritize tasks; manage stress.
Additional Work Conditions: adapt between in‑person and various classroom learning environments.
The Atlanta Public School System does not discriminate on the basis of race, color, religion, sex, citizenship, ethnic or national origin, age, disability, medical status, military status, veteran status, marital status, sexual orientation, gender identity or expression, genetic information, ancestry, or any legally protected status in any of its employment practices, educational programs, services or activities. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties.
This job description is intended to accurately reflect the duties, responsibilities and requirements of the position. It is not intended to be, nor should be construed as, an all‑inclusive list of all the responsibilities, skills, or working conditions associated with the position. Management and administration reserve the right to modify, add, or remove duties and assign other duties as necessary.
Compensation
Salary Grade: IS4 Bachelor – IS7 Doctorate
Salary Range: Salary Schedules – Atlanta Public Schools
Work Year: 202 Days
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JobID: 4782
Position Type: SCHOOL SUPPORT (INSTRUCTIONAL)/ INTERVENTION SPECIALIST
Date Posted: 4/24/2026
The SST/RTI Intervention Specialist will assist teachers, school administrators, and other school personnel on the Student Support Team to: 1) Identify foundational areas of weakness for assigned students; 2) Determine research-based interventions that meet the targeted weaknesses; 3) Determine validated progress monitoring tools that measure student growth resulting from the intervention; and 4) Analyze ongoing data to make decisions about next steps. The Specialist provides thorough explanations and modeling for implementing research-based academic and behavioral interventions with fidelity, observes implementation, and provides coaching and support. They are the lead contact for the SST/504 process and connect students and families to external wrap‑around services as needed.
Minimum Requirements
Certification:
T4 – T7 Georgia Professional Certification required.
Education:
Bachelor's Degree in Teaching required.
Master's Degree in Curriculum & Instruction or related field preferred.
Work Experience:
Three (3) years of verifiable experience improving student academic achievement or behavioral skills through instruction and interventions in a K-12 setting.
Three (3) years of School Counseling experience.
Knowledge, Skills, & Abilities
Models APS' Core Norms.
Desire to lead a team or other teachers.
Demonstrated classroom achievement results.
Expertise in grade/subject content standards and assessment.
Mastery of all domains in APS' Definition of Teaching Excellence (DTE).
Ability to translate student mastery requirements into instructional plans and strategies.
Built strong, positive relationships with adults throughout the school.
Knowledgeable about effective adult learning methods and coaching.
Ability to motivate others.
Effective oral and written communication.
Clear articulation and modeling of instructional practices.
Professional collaboration with students, staff, and parents.
Flexibility and adaptability between in‑person learning environments.
Knowledge of school safety & security procedures.
Ability to work under pressure and meet deadlines.
Essential Duties
Conduct SST meetings to facilitate the four major activities: identify weakness, determine interventions, set progress monitoring tools, analyze data for next steps.
Maintain updated electronic files for all students in the SST/504 process.
Provide guidance on effective use of behavioral support tools (Functional Behavior Investigations, behavior action plans, positive behavior supports).
Offer training, explanations, and modeling of best practices in SST activities.
Observe and coach teachers implementing interventions with fidelity.
Ensure compliance with federal and state laws, rules, and regulations.
Oversee data collection, including universal screening and progress monitoring at Tiers 2 & 3.
Administer or support state and local testing processes and policies.
Collaborate on strategic initiatives addressing school needs identified with administration.
Participate in professional development and collegial support to build leadership skills.
Act as a skillful participant in all school activities, modeling core norms and excellence definitions.
Reflect on successes and growth areas, seek improvement, and respond to feedback.
Assist with maintaining sanitation standards as required for a safe school environment.
Help administrators move students safely between locations.
Maintain prompt, regular in‑person attendance during regular business hours and as needed.
Perform other duties assigned by an administrator or representative.
Physical Abilities & Working Conditions
Vision: read small print and view a computer screen for prolonged periods.
Hearing: tolerate exposure to noisy conditions.
Speech: be understood face‑to‑face and by phone or computer.
Upper Body Mobility: use hands to grasp small objects, manipulate fingers, bend at wrist and elbow, reach upward, lift objects, and turn head.
Strength: lift, push, pull, and/or carry objects weighing 5 or more pounds frequently; may be required to restrain parties in a conflict.
Environmental Requirements: work with constant interruptions, cooperatively with others, independently, indoors.
Mental Requirements: read, write, interpret information at a moderately complex level; possess high school math skills; quick judgment; learn verbal procedures; give instruction; prioritize tasks; manage stress.
Additional Work Conditions: adapt between in‑person and various classroom learning environments.
The Atlanta Public School System does not discriminate on the basis of race, color, religion, sex, citizenship, ethnic or national origin, age, disability, medical status, military status, veteran status, marital status, sexual orientation, gender identity or expression, genetic information, ancestry, or any legally protected status in any of its employment practices, educational programs, services or activities. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties.
This job description is intended to accurately reflect the duties, responsibilities and requirements of the position. It is not intended to be, nor should be construed as, an all‑inclusive list of all the responsibilities, skills, or working conditions associated with the position. Management and administration reserve the right to modify, add, or remove duties and assign other duties as necessary.
Compensation
Salary Grade: IS4 Bachelor – IS7 Doctorate
Salary Range: Salary Schedules – Atlanta Public Schools
Work Year: 202 Days
#J-18808-Ljbffr