CUPE 2331 Supply Specialized Educational Intervenor 2025-2026

YORK CATHOLIC DISTRICT SCHOOL BOARD Invites applications for the position of: CUPE 2331 Supply Specialized Educational Intervenor $ 40.24 per hour MUST BE AVAILABLE TO WORK IN A MINIMUM OF TWO GEOGRAPHICAL AREAS (North, South, East, West) Position Summary: Under the direction and supervision of the School Principal, the Specialized Educational Intervenor will be assigned to a school community for a temporary period of time to address a specific set of safety-related needs and to support programming that fosters student safety and independence. The primary focus of the role of the Specialized Educational Intervenor is to support and implement the Individual Education Plan of students with special needs in the classroom and school community. Under the supervision of the School Principal, the Specialized Educational Intervenor will work directly with student(s) from K-12, with moderate to severe safety, and/or physical needs. SEIs work in collaboration with the school and multidisciplinary teams to provide data and ongoing feedback about the students’ response to programming intervention. The SEI will be expected to assist students in developing skills that will allow for safe participation in the educational setting by employing a broad range of accommodations and strategies to enable students to access curriculum and build independence. Major Responsibilities: Work with the school and multidisciplinary team in providing guidance, emotional support and encouragement to all students, in accordance with the Board’s philosophy on mainstreaming; Provide direct support to one or more students during both instructional and non-instructional times through coaching, modeling and generalization of appropriate strategies; Support implementation of structured programs to allow students to develop meaningful academic and social skills within the school and community as developed by the teacher and/or multidisciplinary team; Support individual student goal setting and assist with tracking, observing, monitoring and charting of student behaviour for appropriate intervention, including daily logs and goal attainment; Assist with conflict resolution and implement non-academic, evidence-informed self-regulation programs within the school community settings; Respond to and deliver strategies to address high risk, crisis situations by following individual student Safety Plans (e.g., BMS, elopement, ASIST, etc.), Positive Behaviour Support Plans and Medical Management Plans, as required; Support specific programs in language (e.g., augmentative and alternative communication systems), social - emotional learning (e.g., self-regulation), and behaviour (e.g., safety) as established by the teacher and/or resource staff, as required; Where applicable, support and assist student(s) with adherence to classroom, medical, daily living, and/or physical routines (e.g., dressing, toileting, hygiene, lifting, etc.) to support student participation at school and work placements, as required; Prepare materials to support program implementation, as required by the teacher; Work collaboratively with the school team and student services team to support the students and goals of the students’ IEP and PIP plans; Attend scheduled planning meetings and other appropriate meetings as requested by the teacher and /or resource team; Assist in supervising students during classroom activities, recesses, lunch and bus arrivals and departure; Attend mandatory training sessions and workshops scheduled by the Board. Qualifications: Education: Diploma from a community college in a field related to child/youth development, behaviour management and social problem solving skill development or Certification from an accredited Ontario institution in any of the following (or related) programs: Autism Behaviour Science Post-Graduate Certificate Behaviour Science Technician Criminal Justice Worker Social Service Worker Registered Practical Nurses Diploma Child Youth Care Practitioner Community Service Worker Maintain updated and valid Practitioner certificate in an “approved” Crisis Intervention Training Program: Non-Violent Crisis Intervention (e.g., Behaviour Management Systems with Containment-trained, UMAB, CPI, etc.) Must have updated first aid/CPR training. Additional training in ASIST, SafeTAlk, ABA, Trauma, Addictions, (etc.) considered an asset. Updated and valid Practitioner certificate in a “approved” Crisis Intervention Training Program: Crisis Prevention Intervention (CPI), or Behaviour Management Systems (BMS) Experience: Minimum 3 years of recent and relevant clinical experiences in a non-academic setting (e.g., York Academy, CAMH, etc.) with at risk children and/or youth or extensive experience working in a reduced ratio behavioural classroom with children/youth with complex social, behavioural, emotional and/or mental health issues. Expertise in addressing complex student needs (e.g., social, emotional, behavioural). Experience in working with children across the range of exceptionalities including those with generalized developmental delays (e.g., FASD, ASD, Downs Syndrome, Conduct Disorder, ADHD, ODD, etc). Skills and Competencies: Excellent communication and interpersonal skills. Able to implement and support social learning and systems theories. Reliable transportation as travel between schools is required, automobile preferred. Ability to attend to the physical needs of students. The above position is posted in accordance with CUPE 2331 Collective Agreement Article 12.01. Thank you for your application. We appreciate your interest in the York Catholic District School Board, however, only applicants selected to continue to the interview process will be contacted by Human Resources.Commitment to EquityYCDSB is an equal-opportunity employer committed to fostering equity and promoting an inclusive workplace culture that reflects the communities we serve. We are dedicated to building an environment that supports and values the inherent worth of every person in the workforce.This includes, but is not limited to, Indigenous Peoples, Black individuals, 2SLGBTQ+ persons, women, historically underrepresented groups, and people with visible and non-visible disabilities, all of whom bring a wide range of perspectives, lived experiences, and ideas that enhance our learning and working environment.AccessibilityThe Board is committed to creating an accessible and inclusive workplace. Pursuant to the Accessibility for Ontarians with Disabilities Act, 2005 (AODA), if you require code-protected accommodation through any stage of the recruitment process,