Therapeutic Intervention Coordinator

Sep 30, 2026 | Employment-Full Time

Therapeutic Intervention Coordinator

Position Summary: 

The Therapeutic Intervention Coordinator provides non-diagnostic, trauma-informed, relationship-based intervention support to children enrolled in Square One early education and school-age programs. Through a Multi-Tiered System of Support (MTSS), the Intervention Coordinator helps children strengthen emotional regulation, coping, communication, social interaction, and successful participation in classroom routines. Services include classroom consultation, individual skill-building support, Social Emotional Learning (SEL) groups, educator coaching, caregiver engagement, team meeting facilitation, Support Plan development, and referral coordination.

The Intervention Coordinator works alongside the Developmental Specialist, who assesses overall child development, and collaborates with educators, caregivers, program leaders, external providers, and other members of the multidisciplinary team. Support Plans and significant revisions are reviewed and approved by the Vice President of Support Services, LICSW.

Responsibilities:

Therapeutic Intervention and MTSS Support

  • Help implement universal, targeted, and individualized supports within the Cornerstone MTSS framework.
  • Provide developmentally appropriate, strength-based therapeutic skill-building support to children in classrooms and other program spaces.
  • Use modeling, coaching, rehearsal, co-regulation, visual supports, structured choices, sensory-aware strategies, and positive reinforcement to build coping, communication, problem-solving, peer interaction, and participation skills.
  • Support children during routines, transitions, peer interactions, and periods of behavioral or emotional dysregulation while preserving dignity, safety, and inclusion.
  • Provide brief individual or small-group intervention sessions when appropriate and help children generalize skills into daily classroom routines.

Observation, Intervention Planning, and Documentation

  • Conduct structured observations and therapeutic-needs screenings using approved procedures.
  • Recognize patterns of behavioral, emotional, relational, and social difficulty; identify strengths, triggers, unmet skill needs, environmental factors, and effective supports.
  • Gather relevant information from educators, caregivers, incident reports, available records, and team members to ensure effective collaboration.
  • Collaboratively develop Support Plans that identify needs, measurable goals, interventions, responsible team members, implementation expectations, progress indicators, and safety considerations.
  • Submit Support Plans and significant revisions for review and approval by the Vice President of Support Services, LICSW, according to department procedures.
  • Complete timely, objective documentation, including progress notes, observations, team meeting notes, group records, caregiver contacts, referrals, and progress-monitoring data.
  • Monitor the child’s response to intervention and recommend continuation, revision, fading, intensification, or referral in consultation with the team and supervisor.

Social Emotional Learning Groups

  • Plan and facilitate weekly preschool and/or school-age SEL groups focused on emotional literacy, coping, friendship skills, empathy, communication, problem-solving, self-advocacy, and safe behavior.
  • Adapt activities for varied communication, sensory, developmental, cultural, and learning needs in collaboration with the Developmental Specialist.
  • Develop session goals and materials, document participation and response, and coordinate with classroom teams so skills are reinforced throughout the program day.

Educator and Caregiver Partnership

  • Provide classroom consultation, modeling, coaching, and follow-up feedback to help educators use agreedupon trauma-informed and behavior-support strategies consistently.
  • Offer caregivers practical coaching, psychoeducation, resource navigation, and opportunities to contribute to Support Plans and intervention decisions.
  • Help caregivers understand the purpose and general process of school-based supports, including IEP and Section 504 plans; prepare families to ask informed questions, participate in meetings, and advocate for their child while avoiding legal advice or representing the family in place of the caregiver.
  • Promote culturally responsive communication and consistency of supportive strategies across home, program, and school settings whenever possible.

Team Coordination and Referral Support

  • Work alongside the Developmental Specialist, who leads assessment of overall child development, to align developmental recommendations with therapeutic, behavioral, and social-emotional interventions.
  • Coordinate with caregivers, educators, program leaders, Support Services staff, school personnel, and authorized external providers to support a unified approach.
  • Schedule and facilitate team meetings; prepare agendas, gather updates, guide solution-focused discussion, clarify decisions, assign action items, and complete required follow-up documentation.
  • Identify when a child’s needs exceed internal program scope and coordinate referrals to appropriate mental health, behavioral health, developmental, educational, or family-support services with caregiver consent and supervisor consultation.
  • Communicate progress, barriers, elevated safety concerns, and significant changes in need promptly to the Vice President of Support Services or designated supervisor.

Role Boundaries:
Any assessment activity must remain within the employee’s education, training, credentials, assigned duties, and approved organizational procedures.

The Specialist must immediately consult the Vice President of Support Services, LICSW, or designated supervisor regarding significant safety concerns, suspected abuse or neglect, possible psychiatric crisis, needs beyond program capacity, lack of progress despite intervention, or questions that exceed the Specialist’s training or assigned scope.

Qualifications:

  • Applicants must meet one of the following education and experience pathways:
    • Bachelor’s degree and/or equivalent education and experience in a mental health, behavioral health, human services, psychology, counseling, social work, child development, special education, or related field, plus five (5) or more years of relevant experience working in a school setting and Children’s Behavioral Health systems.
    • Master’s degree in a mental health, behavioral health, human services, psychology, counseling, social work, child development, special education, or related field, plus three (3) or more years of relevant experience, including experience contributing to or completing comprehensive assessments within the individual’s education, training, credentials, working in a school setting, and Children’s Behavioral Health Initiative systems.
  •  Across all pathways, qualifying experience must include substantial work with children and families and experience in most of the following areas: recognizing behavioral and social-emotional needs; developing measurable intervention goals and support strategies; working with multidisciplinary teams; supporting within school systems and environments; engaging, coaching, and partnering with caregivers; understanding clinical and community-based supports; documenting progress; and helping families understand and navigate school-based processes, including IEP and Section 504 procedures, so they can participate in meetings and advocate effectively for their child.
  • Work-related experience, demonstrated competencies, professional judgment, and the ability to build effective relationships with children, caregivers, and teams are central considerations in candidate selection.
  • Knowledge of trauma-informed care, special education, behavioral observation and data gathering, child development, behavior-support principles, SEL, cultural responsiveness, family engagement, and community resources.
  • Ability to communicate clearly and respectfully, both verbally and in writing, and to facilitate collaborative meetings.
  • Ability to complete required background checks and all health, safety, mandated reporter, and program-specific training requirements.
  • Bilingual English/Spanish skills are strongly preferred.

 

Essential Skills/Abilities Required:

  • Ability to establish supportive, professional relationships with children, caregivers, staff, and community partners from diverse backgrounds.
  • Ability to observe objectively, analyze patterns, develop measurable intervention goals, implement approved strategies, and document progress.
  • Ability to work effectively within an interdisciplinary team and use supervision appropriately.
  • Ability to facilitate groups and meetings and to coach adults respectfully and practically.
  • Ability to collaboratively problem-solve, maintain professional boundaries, protect confidentiality, and comply with applicable organizational, EEC, mandated reporting, HIPAA, and FERPA-related requirements.
  • Ability to obtain and maintain First Aid and CPR certification and complete crisis-prevention/de-escalation training as required.
  • Ability to use computers and standard office and documentation systems.
  • Ability to move throughout active early education and school-age environments, sit or stand at a child’s level, respond promptly to safety needs, and participate in routine program activities, with or without reasonable accommodation.

Other:

  • Participate in regular supervision, case consultation, program planning, professional development, and quality-improvement activities.
  • Travel among designated Square One program locations as assigned.
  • Perform other duties consistent with the purpose and scope of the position.

Physical Demands and Work Environment

The physical demands and work environment described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to sit, talk, and/or hear. The employee is occasionally required to stand, use hands to handle or feel, and reach with hands and arms. The employee is frequently required to keyboard and do data entry at a computer. The employee is frequently required to drive, walk, and climb stairs in the office and in a variety of community-based and home settings. The employee must lift and/or move up to 10 pounds. Specific vision abilities required by this job include vision and the ability to adjust focus.

The work environment includes indoor office environments or comparable spaces and community spaces with frequent exposure to outdoor weather when traveling between locations. The noise level varies by site and meetings.

 

ACCOUNTABILITY: Vice President of Support Services, LICSW, or designee

Job Type: Full-time (40 hours a week)

Pay: Salary Range $59,000-$65,000 annually

Ability to commute/relocate:

  • Springfield, MA 01118: Reliably commute or planning to relocate before starting work. (Required)

LOCATION: 100 Hickory Street, Springfield, MA – (In person)

Internal Applicants: If you are applying for a position internally, you must inform your immediate Supervisor or Director of your intent. Failure to comply with this process may result in the loss of internal candidate status. All internal applicants must apply by contacting the Human Resources Department by email at humanresources@startatsquareone.org while the posting is active. Posts will remain active for at least 10 business days from the date of posting.

External Applicants:  Please apply by submitting your resume and a message indicating position(s) of interest. You can submit these materials by email to humanresources@startatsquareone.org or by mail to Square One HR Department, 186 William Street, Springfield, MA 01105.

Square One is an Affirmative Action/Equal Opportunity Employer/Drug-Free Employer.

This job description describes the general nature and level of work and is not intended to list every responsibility. Duties may be modified based on program needs, employee qualifications, and organizational policy.