Elementary Curriculum

JOB DESCRIPTION

Title:  MTSS Intervention and Coordination, East Side Intermediate School

Qualifications:  Teaching credential, K-12 Reading Endorsement, M.S. in Reading or Math, Experience with Student Interventions, Willingness and Ability to Motivate and Build Capacity on Others in the System.

Reports To:  Principal, East Side School

MTSS Interventionist Performance Responsibilities

• Collaborate with classroom teachers in the examination of data to drive instructional decisions.

• Coordinate benchmark assessments in reading, math, and behavior.

• Ability to analyze and organize data measures.

• Develop and coordinate Tier I, II,and III math, reading and behavior interventions

• Oversee the SWIS Database

• Provide classroom teachers with District testing data.

• Identify students in need of academic or behavioral intervention based upon teacher recommendation, observation, and District assessments.

• Oversee, consult with, and provide support to the classroom teacher in the progress monitoring of identified students in reading, math, and/or behavior.

• Communicate and collaborate with regular education and special education teachers regarding consistent Tier II MTSS intervention approaches.

• Serve as the liaison to special education referral process as students are considered for a formal referral for special education services.

• Coach and implement the district-adopted curriculum for interventions in literacy, math, and behavior.

• Coordinate on a District Level with the MTSS interventionists at Washington, Winans, and SGMS.

• Strengthen professional development through job embedded coaching of Tier II intervention strategies at East Side School.

• Teach reading strategies to include decoding/encoding, vocabulary, sight word acquisition, fluency, accuracy, comprehension and literacy elements.

• Teach mathematics strategies to include numeracy, comprehension, and fluency.

• Teach small group phonics and mathematics lessons in a sequential, explicit, scaffolded manner with daily review and application.

• Provide parents with benchmark and progress monitoring data on a three term basis. Communicate with parents as their children are identified for support through the MTSS process.  Provide updates through phone calls, emails, letter/reports regarding their child’s progress.  Provide/teach parents strategies to use with their child at home to enhance reading and mathematics comprehension and fluency.

MTSS Interventionist Core Beliefs

• Pair the educators who possess the highest skill set regarding intervention strategies with students who have the greatest need.

• Continue to frontload resources in an effort to provide students with interventions at the youngest age and balance human and financial resources accordingly.

• Strengthen services to students through improved coordination across grade levels/buildings and services, i.e. special education.

• Create conditions and structures that help ensure sustainability of the intent of the literacy grant once those resources end.