Student SEL Intervention Specialist

Job Title: Social-Emotional Learning Technician FLSA Exemption Status: Non-Exempt Classification Group: Staff Support Supervising Position: School Principal or designee Pay Plan: Educational Support Personnel Pay Range: Range 06 Last Updated: 06/04/2025 Job Summary Support the social‑emotional growth of students in schools by fostering positive relationships and responding to students' needs. Working under the supervision of licensed mental health staff, this role helps students build regulation skills, supports them during times of emotional distress, and contributes to a safe, inclusive school environment. The SEL Technician also plays an important role in tracking progress through consistent documentation and collaboration with the mental health team. Essential Duties and Responsibilities Support students individually or in classes with behavior strategies, emotional regulation, and classroom engagement. (Daily; 40%) Provide direct support to students through SEL skill‑building activities, small groups, and one‑on‑one check‑ins, under the supervision of licensed mental health professionals. (Daily; 30%) Assist with preparing materials, monitoring student progress, and maintaining documentation related to mental health in coordination with licensed mental health staff. (Daily; 15%) Collaborate with mental health staff to identify students in need of additional SEL support and assist with intervention strategies, including assisting with the implementation, interpretation, and response of SEL screener data as appropriate. (Daily; 10%) Perform other duties as assigned or requested. (Daily; 5%) Reporting Relationships This job has no direct supervisory responsibilities. Minimum Qualifications Criminal background check and fingerprinting required. Maintain confidentiality and adhere to ethical guidelines when working with student and family information. High school diploma or equivalent. No professional work experience required. Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc. Ability to implement emotional regulation techniques. Ability to work one‑on‑one and in small groups with students. Understanding of and sensitivity to the experiences of students from diverse cultural and socioeconomic backgrounds. Effective verbal and written communication skills. Effective interpersonal relations skills. Effective organizational skills. Mandatory biennial Crisis Prevention Intervention training provided by the District. Physical Requirements and Working Conditions Sedentary work strength level (lifting or carrying up to ten pounds). Primarily works indoors. Typically a moderate noise level. Work location is subject to change to meet the requirements of the organization. Prolonged standing and walking. Frequent bending, reaching, and climbing. May work outdoors when monitoring student activities. Typical school setting that may involve supporting students experiencing emotional distress. Emphasizes prevention and de‑escalation through CPI techniques; may involve physical restraint in certain assignments when student safety is a concern. Desired Qualifications Experience working in the public sector. Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds. Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement. Associate’s or bachelor’s degree. Classroom/instructional experience in an educational setting. Experience working with students, including students with social‑emotional and/or behavior challenges. #J-18808-Ljbffr Cherry Creek Schools