INTERVENTION COORDINATOR

Community College Preparatory Academy; Washington (District of Columbia); On-site; USD 68,000 - 98,000; Full time

Job summary

Community College Preparatory Academy (CCPrep) seeks an Intervention Coordinator to design and oversee targeted academic interventions. You will establish schedules, criteria, and documentation standards to ensure timely supports for students at risk.

You will coordinate small-group and individualized assistance in literacy, numeracy, digital skills, and study habits, working with instructors, assessment staff, and student-success personnel to tailor plans.

Qualifications

• Bachelor’s degree in a relevant field or an equivalent combination of education and directly related experience.
• At least three years of relevant professional experience.
• Strong judgment, written and verbal communication, attention to detail, and ability to protect confidential information.

Responsibilities

• Develop intervention schedules, entry/exit criteria, progress-monitoring routines, and documentation standards.
• Provide or coordinate small-group and individualized support in literacy, numeracy, digital skills, study habits, or assigned content.
• Collaborate with instructors, assessment staff, and student-success personnel on learner plans.
• Analyze intervention participation and outcomes; adjust supports based on evidence.
• Monitor learning and adjust supports; document response and coordinate additional referrals when progress is insufficient.

Skills

Intervention coordination

Communication skills

Attention to detail

Confidential information protection

Education

Bachelor’s degree or equivalent

Tools

Aztec

EAB Navigate

Canvas

Special Programs

Job description

If you are unable to complete this application due to a disability, contact this employer to ask for an accommodation or an alternative application process.

INTERVENTION COORDINATOR

A & T FullTime Washington, DC, US

3 days ago Requisition ID: 1043

Salary Range: $67,560.00 To $97,560.00 Annually

Community College Preparatory Academy Department:Academic Affairs Reports to:Director of Academics and Training Status:Full-time; exempt Location:Washington, DC / campus based Salary band:$67,560–$97,560 annually Supervisory responsibilities:No standing direct reports. Provides functional leadership to instructors and student-support staff implementing intervention plans and may coordinate assigned tutors or temporary personnel.

Our mission

Community College Preparatory Academy (CCPrep) creates an innovative and rigorous learning environment for adults who are under-credited or have aged out of traditional K–12 pathways. We respond to each learner’s strengths and barriers while preparing students for employment, postsecondary education, industry credentials, and lifelong learning.

The opportunity

Coordinate targeted academic intervention so students who need additional time, practice, or a different approach receive it early and consistently.

Why this role matters for students

You will help convert assessment and attendance signals into practical support that keeps learners progressing instead of quietly falling behind.

Cognia connections Culture of Learning, Leadership for Learning, Engagement of Learning, and Growth in Learning | Standards 1–7, 9, 11–31. These responsibilities apply within this position’s assigned authority.

• Develop intervention schedules, entry/exit criteria, progress-monitoring routines, and documentation standards.
• Provide or coordinate small-group and individualized support in literacy, numeracy, digital skills, study habits, or assigned content.
• Collaborate with instructors, assessment staff, and student-success personnel on learner plans.
• Analyze intervention participation and outcomes; adjust supports based on evidence.
• Coach staff on differentiated instruction, scaffolding, and accessible learning practices.
• Communicate progress and next steps to students in clear, encouraging language.
• Use diagnostic results, learner input, classroom evidence, and support information to identify academic and non-academic needs and co-create targeted intervention goals.
• Deliver accessible, respectful, confidence-building support that retains high expectations, offers learner choices, and builds strategies for independent learning.
• Monitor learning with suitable baseline and repeated measures; adjust supports, document response, and coordinate additional referrals when progress is insufficient.
• Test focused improvements in intervention practice, share findings with instructors, and recommend professional learning based on learner needs and response patterns.
• Sustain a respectful, inclusive intervention environment that promotes learner well-being and positive peer and adult relationships; collaborate with instructors and support staff around shared learner goals.
• Help colleagues strengthen intervention practice through modeling, feedback, reliable resources, and focused improvement work based on learner needs.
• Use approved intervention, case-management, assessment, and student-record platforms—such as Aztec, EAB Navigate, Canvas, and Special Programs—to assign supports, document services, monitor response, and communicate actionable information to learners and authorized staff.

What strong performance looks like

• Students referred for intervention receive timely placement and documented support.
• Progress is monitored at defined intervals and communicated to the instructional team.
• Intervention participation and outcomes inform program adjustments.
• Exit, continuation, and escalation decisions are consistent and evidence based.
• Specific annual targets and milestones will be established in the employee’s performance plan and aligned with the approved school operating plan.
• Intervention records include the identified need, learner goal, baseline, action, follow-up measure, and instructional or referral adjustment.
• Reviews demonstrate learning progress using appropriate measures and distinguish academic growth from intervention attendance.
• Learner feedback, collaboration records, and intervention reviews show trusted relationships, coordinated support, stronger staff practice, and equitable access to help.
• Intervention rosters, service notes, learner goals, progress evidence, referrals, and next steps are current and consistent across designated systems.
• Bachelor’s degree in a relevant field or an equivalent combination of education and directly related experience.
• At least three years of relevant professional experience.
• Strong judgment, written and verbal communication, attention to detail, and ability to protect confidential information.

Preferred qualifications

• Experience using adult-education intervention, learning-management, case-management, assessment, or student-information systems to monitor individual learner progress.
• Training in special education, adult literacy, mathematics intervention, universal design for learning, or related practice.
• Experience in adult education, workforce development, public charter education, or a mission-driven nonprofit.
• Relevant professional certification or advanced technical training.
• Experience improving processes through data, technology, and cross-functional collaboration.

Core ways of working

• Centers adult learners, values their backgrounds and abilities, and respects their voice and choices.
• Communicates clearly, follows through, and raises risks early.
• Uses evidence, protects confidentiality, and documents work so others can rely on it.
• Collaborates across units and uses resources responsibly.
• Uses feedback and role-appropriate evidence to test improvements, apply professional learning, and review results.

Work environment and essential capabilities

Primarily campus and office based with regular computer use and interaction with students, staff, vendors, or community partners. Some evening, weekend, or off-site work may be required. Essential duties must be performed with or without reasonable accommodation.

CCPrep provides equal employment opportunity without regard to any characteristic protected by federal or District of Columbia law. Qualified applicants and employees may request reasonable accommodation for the application process or to perform essential job functions. Any required background, credential, driving-record, or employment-history review will occur in accordance with applicable law and at the appropriate stage of the hiring process. Employment may be contingent on satisfactory completion of job-related screening.

This description identifies the role’s principal responsibilities and essential functions. It does not create an employment contract and may be revised to reflect lawful, mission-related organizational needs. Related duties may be assigned when consistent with the role’s purpose and qualifications.