Role: Interventionist
TERMS OF EMPLOYMENT: 10 months
REPORTS TO: School Principal and Central Office Instructional Coordinators
Education and Experiences:
Professional Teaching License
Master’s Degree in reading preferred
Prior Experience teaching reading skills and training teachers preferred
Summary: Under the direction of the school principal and appropriate instructional coordinator, implement and support the RTI²/PLC initiative at the school level in accordance with local, state, and federal guidelines.
Will work as the reading specialist and/or offer math interventions, monitor students through the intervention tiers, and provide Tier II and Tier III instruction.
Foster and develop positive self-concepts in children through daily success-oriented learning experiences.
Collaborate with classroom teachers in planning and implementing and individualized program for Tier II and III students.
Communicate with parents to offer support and provide resources for optimum student achievement.
Oversee the implementation of RTI2 framework and work directly with administration to monitor and adhere to the RTI2 plan.
Work with the school-based RTI2 team.
Disaggregate and analyze data with PLC teams and individual teachers to plan instruction and intervention based on student assessment data.
Model effective instruction which include differentiated instruction, implementation of instructional technology, and research-based best practices.
Provide information and guidance regarding a range of effective and innovative ELA/math practices through various activities such as:
Essential functions and Responsibilities:
Will work as the reading specialist and/or offer math interventions, monitor students through the intervention tiers, and provide Tier II and Tier III instruction.
Foster and develop positive self-concepts in children through daily success-oriented learning experiences.
Collaborate with classroom teachers in planning and implementing an individualized program for Tier II and III students.
Communicate with parents to offer support and provide resources for optimum student achievement.
Oversee the implementation of RTI2 framework and work directly with administration to monitor and adhere to the RTI2 plan.
Work with the school-based RTI2 team.
Disaggregate and analyze data with PLC teams and individual teachers to plan instruction and intervention based on student assessment data.
Model effective instruction which include differentiated instruction, implementation of instructional technology, and research-based best practices.
Provide information and guidance regarding a range of effective and innovative ELA/math practices through various activities such as:
Model lessons in all tiers of instruction with pre- and post-discussion/analysis
Provide Tier II and Tier III instruction for reading and/or Math interventions.
Responsible for supplementing the district adopted core programs with scientifically researched based reading and/or math instruction of Tier II and III including the use of technology.
Administer various diagnostics and interpret achievement data to assess the needs and progress monitor each student.
Maintain records of assessments to document results of interventions and rate of improvement (ROI) with STARR and AimsWeb.
Conduct and participate in professional development opportunities for intervention on the school level and the district level
Actively participate in PLC meetings
Provide information to parents that would enable them to help their child succeed.
Assist intervention teams in identifying students for Tier II and III and work in small group settings with these students on deficit skills for reading and/or math
Maintain accurate attendance records, daily lesson plans, and intervention plans.
Constantly exhibit a spirit of cooperation and willingness to be of service to others; students, parents/citizens, school personnel, etc.
Perform other duties as assigned by the school principal and instructional coordinators
ADDITIONAL ESSENTIAL DUTIES FOR TITLE I SCHOOL-WIDE POSITIONS:
Physical Demands:
This job requires lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs or more.
Other physical demands that may be required are as follows:
Vocational Preparation:
The required vocational preparation may come from any of the following:
Temperament (Personal Traits):
Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.
Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.
Adaptability to dealing with students.
Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.
Capacity And Ability Requirements:
Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.
Intelligence: The ability to understand instructions and underlying ptj.nciples. Ability to reason and make judgments.
Verbal: Ability to understand meanings of words and ideas associated with them.
Manual Dexterity: Ability to move the hands easily and skillfully.
Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures.
Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color.
Work Conditions:
Normal working environment.
General Requirements:
The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.
