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

Camas School District; Camas (WA); On-site; USD 64,000 - 118,000; Full time

Benefits offered by this job

SEBB Health Benefits

TRS/SERS Retirement Eligibility

Comprehensive retirement options

Job summary

Camas School District in Camas, Washington, is seeking an Elementary SEL Interventionist for grades K–3 to provide direct social-emotional and behavioral support. The role prioritizes trauma‑informed de‑escalation, small-group coaching, and in‑classroom behavioral coaching.

1.0 FTE, 180 days, with a salary range of $64,042–$117,614 prorated by days worked. Required: WA teaching certificate with Elementary Education K–8 or K–12 Special Education endorsement and a Bachelor’s degree; 2–3 years of

Qualifications

• Minimum 2–3 years of direct experience with K–8 students needing social, emotional, or behavioral support.
• Strong knowledge of child development and school-wide behavioral support.
• Experience implementing behavior plans and de‑escalation strategies.

Responsibilities

• Provide direct SEL interventions and behavioral coaching to early elementary students.
• Manage Calm-Down/Reset spaces and supervise transitions across the day.
• Facilitate Check-In/Check-Out and track progress toward goals.
• Collaborate with counselors, psychologists, and other staff on plans.
• Maintain regular caregiver communication and progress updates.

Skills

SEL Interventions

Trauma-informed

De-escalation

Observation & Data

Education

WA Teaching Certificate

Bachelor's degree

Master's degree preferred

Job description

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Elementary Social-Emotional Learning (SEL) Interventionist K-3 JobID: 909

• Position Type:
  Elementary School Professional Staff/ Intervention Specialist

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: 1005107

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

• 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.

Equal Opportunity Employer

The Camas School District complies with all federal and state rules and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. This holds true for all district employment and educational programs. The following employees have been designated to handle questions and complaints of alleged discrimination:

Title IX Compliance Officer:Amie Stewart(360) 335-3000 Ext. 89960
ADA Compliance Officer:Allan Fleck [phone] Ext. 79974
Section 504 Coordinator: Allan Fleck [phone] Ext. 79974
Civil Rights Compliance Officer: Katie Seidl 360-335-3000 Ext. 74956
HIB Compliance Officer: Derek Jaques 360-335-3000 Ext. 77154

Inquiries regarding compliance and/or grievance procedures may be directed to the school district's Title IX/ RCW 28A.640 & ADA compliance officer and Section 504 coordinator.

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: ______________________

Postings current as of 10/25/2026 3:04:07 PM CST.

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