> Markdown version of [/jobs/ext/734411-prog-supprt-teach-cc-for-interest-intensive-intervention-prog-holtzman-1-0-fte-26-27sy](https://www.wearedevelopers.com/jobs/ext/734411-prog-supprt-teach-cc-for-interest-intensive-intervention-prog-holtzman-1-0-fte-26-27sy). Every page supports `.md` or `Accept: text/markdown`. Links point to the HTML versions so they work for humans too. Agent guide: [/agents.md](https://www.wearedevelopers.com/agents.md).

---

# Prog. Supprt. Teach. CC (for interest) - Intensive Intervention Prog. (Holtzman) - 1.0 FTE - 26-27SY

- **Company:** THE MADISON
- **Location:** Madison, WI, United States (Remote available)
- **Experience:** Expert
- **Salary:** $52,154.0
- **Contract:** Permanent contract
- **Skills:** Data Analysis, Data Systems, Documentation System, Data Analytics, Synthesizing Data
- **Published:** June 29, 2026
- **Apply:** https://www.indeed.com/viewjob?jk=a18ca9fcb857972e

## About the Role

Do you have a valid Teaching Certification license?, Do you have experience in Working with individuals with disabilities?, Do you have a Bachelor's degree?, * Bachelor's Degree; Preferred: Master's Degree (or working towards completion of graduate-level degree)

 * At least five years of experience providing exceptional instruction and services to students with disabilities.
 * Advanced knowledge of IDEA, including application of current DPI guidance.
 * Ability to complete all district-level mandated training applicable to the role.

License or Certification Requirements:

 * Hold a valid special education teacher license granted by the Wisconsin Department of Public Instruction. The incumbent must have a current license or obtain a license within a timeframe determined by the District.
 * Hold or be eligible to hold a Non-violent Crisis Intervention Training certification.

Physical Requirements:

This position requires the ability to lift up to 25 pounds occasionally and will involve walking, sitting, stooping, or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position requires the ability to work on a computer screen for extended periods to complete reports and documentation. This position contains a variety of both movement and stationary activities.

Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly.

## Description

Under the direction of the Director of Student Services, the primary role of the Program-Based, Intensive Intervention Program, Program Support Teacher (PST) is to provide high-level technical assistance, guidance, and instructional support to teachers, administrators, and support staff. A key component of this position is leading team collaborations and system-wide initiatives, which include monitoring compliance with legal and district standards and monitoring and mentoring teaching staff.

The PST ensures that all students with disabilities receive a Free Appropriate Public Education (FAPE) tailored to their unique needs, effectively preparing them for post-secondary education, independent living, and future employment. In alignment with the Madison Metropolitan School District's commitment to inclusive education, special education services are integrated across a diverse continuum of environments-including general education, community-based, specialized, and home-based setting to deliver the richest possible learning experience for every student.

The Intensive Intervention Program (IIP) is a special education program. Students are referred to IIP after schools have exhausted their building's resources and are looking for additional programming to support social/emotional/behavioral needs. The primary goal of IIP is for scholars to learn and use social/emotional skills in order to regulate themselves and successfully engage or reengage with the general education curriculum and environment. IIP programming takes place primarily at the Holtzman Learning Center, in two elementary schools, and one middle school.

This position will have a high degree of integrity, sustain a culture of continuous improvement, and be committed to creating and maintaining an inclusive work environment while having a growth mindset to a multi-faceted operation while having a focus on creating a positive work culture., *
Compliance, Legal Procedures, & IDEA Alignment (15%)

 + Ensure IDEA Compliance: Assist and guide program-based staff in successfully implementing the Individuals with Disabilities Education Act (IDEA) procedural and substantive requirements.
 + System Support: Provide technical assistance and support to staff utilizing the electronic IDEA documentation system.
 + LEA Representation: Serve as the Local Education Agency (LEA) representative during meetings, sharing this administrative responsibility with designated building or district staff.

 * Evaluation, Assessment, & IEP Development (15%)
 + Support Reevaluation for students currently receiving special education services, and serve as an active evaluator when required.
 + Staff Capacity Building: Train and develop special education staff capacity to conduct high-quality, legally compliant evaluations that directly inform instruction and interventions.
 + IEP Quality Assurance: Assist special education staff in drafting, developing, and implementing high-quality Individualized Education Programs (IEPs) that allow for effective progress monitoring.
 + Specialized District Processes: Coordinate and support staff with specialized procedures, including Assistive Technology (AT) assessments, Extended School Year (ESY) planning, Students Moving Across Levels (SMAL), and district support team referrals.

*
Instructional Support & Academic Assistance (20%)

 + Evidence-Based Practices: Assist special education staff in planning, executing, and evaluating the impact of high-quality instructional practices and evidence-based academic and behavioral interventions.
 + Problem-Solving Teams: Participate in and provide specialized insight regarding the needs of struggling learners within Student Support and Intervention Team (SSIT) meetings.
 + Infrastructure: Collaborate with the Director of IIP to have an understanding of the program-wide infrastructure. Assist with the implementation of appropriate programming, services and supports, including service delivery and staffing models.
 + Instructional Coaching: Focusing on student progress and invaluable learning with general education curriculum at their home schools, model, co-plan, and share specialized instructional strategies with teachers.

*
Data Collection, Analysis, & Documentation (20%)

 + Data-Driven Improvement: Assist the Director and school leadership team in analyzing student outcome data and alignment with program goals.
 + Progress Monitoring Guidance: Establish, train, and support staff in building-wide progress monitoring practices, reliable data collection tools, and data analysis routines.
 + Audit Readiness: Audit and review special education files and student documentation periodically to ensure accurate data entry, proper record maintenance, and state regulation compliance.

*
Behavioral Support/Safety (15%)

 * Respond to calls for assistance from staff.
 * Use proactive and de-escalating approaches to behaviors.
 * Use district taught strategies and techniques when working with a student through challenging times.
 * Collaboration with the program leadership team to develop and maintain safety protocols.

*
Leadership, Collaboration & System Logistics (15%)

 + Responsible for scheduling and facilitating team meetings with the program (e.g. elementary, middle, high school, and leadership).
 + Program Goal Alignment: Collaborate with the Director, and program leadership team to identify and integrate key special education equity actions.
 + Interdisciplinary Collaboration: Partner closely with home school buildings to drive unified student achievement program-wide.
 + Administrative Liaison: Serve as the primary, proactive liaison between staff and the Director of Intensive Intervention Program.
 + Systems Change & Professional Growth: Attend all required Student Services meetings, engage in professional development, and actively support district-wide systems change initiatives and emphasis areas.

Knowledge, Skills, and Abilities Required to Perform Essential Job Functions

 1. Leadership & Collaboration
 * Inclusive Practices: Deep understanding of evidence-based academic and behavioral interventions, advocating for robust student inclusion within general education environments to the fullest extent possible.
 * Continuum Planning: Mastery of diverse special education service delivery models.
 * Adult Learning Frameworks: Knowledge of peer coaching cycles, mentoring structures, and effective methodologies for developing and leading staff professional development.
 * Collaborative Problem-Solving: Exceptional capability to facilitate interdisciplinary teams, navigate complex program-level challenges, and cultivate partnerships among administrators, teachers, and parents.
 * Ability to remain calm in crisis situations and effectively direct staff members clearly in crisis de-escalation strategies.

 2. Compliance, Assessment & Data Systems
 * Special Education Law: Comprehensive, up-to-date knowledge of IDEA compliance frameworks, procedural safeguards, FAPE standards, and current DPI guidance.
 * Evaluations & Eligibility: Expert-level understanding of the criteria, processes, and tools required to manage and conduct initial special education evaluations.
 * Data Synthesis: Proficiency in interpreting complex academic, behavioral, and program-wide compliance data to identify systemic trends and guide instructional action steps.
 * Systems & Documentation: Command of digital compliance tracking and electronic record-keeping systems (e.g., eIDEA) to maintain audit readiness.
 * Mandated Training: Capacity to successfully complete and apply all district-level mandated training relevant to the role., Work will require some travel to different locations within the district and to off-site meetings.
 * Position may require working outside of contract hours.
 * Certain positions within the District may allow hybrid work flexibility for a portion of their work schedule, depending on the needs of the position and the work unit. This topic and any remote work flexibility that may be available will be discussed in more detail in the interview process.
 * Program-based positions are required to be in-person unless otherwise directed by their direct supervisor.

Disclaimer: This position description is subject to change at any time. The above job description does not limit the duties and responsibilities listed above as they are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required. Employees in this position may be required to perform additional job-related tasks as directed by the supervisor.


## Related Videos

- [Data Science in Retail](https://www.wearedevelopers.com/videos/586-data-science-in-retail)
- [PySpark - Combining Machine Learning & Big Data](https://www.wearedevelopers.com/videos/44-pyspark-combining-machine-learning-big-data)
- [Neuroinclusion: The Future of Work Starts in Your Meeting Room](https://www.wearedevelopers.com/videos/1804-neuroinclusion-the-future-of-work-starts-in-your-meeting-room)
- [From Messy Queries to Scalable Systems - How Data Engineering actually works](https://www.wearedevelopers.com/videos/100203-from-messy-queries-to-scalable-systems-how-data-engineering-actually-works)
- [Data Science on Software Data](https://www.wearedevelopers.com/videos/162-data-science-on-software-data)
- [Modern Data Architectures need Software Engineering](https://www.wearedevelopers.com/videos/1030-modern-data-architectures-need-software-engineering)

## Related Articles

- [Best Coding Boot Camps in Germany](https://www.wearedevelopers.com/magazine/237-best-coding-boot-camps-in-germany)
- [Should senior developers refuse interview coding challenges?](https://www.wearedevelopers.com/magazine/29-should-senior-developers-refuse-interview-coding-challenges)
- [Diversity Equity And Inclusion in Programming For Persons With Disability](https://www.wearedevelopers.com/magazine/80-diversity-equity-and-inclusion-in-programming-for-persons-with-disability)
- [The Most Popular IT Jobs on the Market](https://www.wearedevelopers.com/magazine/376-the-most-popular-it-jobs-on-the-market)
- [What’s the Difference between a Junior, Mid, and Senior Developer?](https://www.wearedevelopers.com/magazine/238-what-s-the-difference-between-a-junior-mid-and-senior-developer)
- [System change: restart as developer?](https://www.wearedevelopers.com/magazine/39-system-change-restart-as-developer)