Elementary Interventionist 2024-2025 School Year

Position Type:

Elementary School Teaching/Elementary Interventionist

Date Posted:

2/28/2024

Location:

Fairview/Jewel Elementary

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JOB TITLE: Interventionist WAGE/HOUR STATUS: Exempt

REPORTS TO: Campus Principal DEPT./SCHOOL: Campus/Curriculum

PRIMARY PURPOSE:

The interventionist will assist the campus principal and subject/grade level teachers in providing tiered intervention strategies for identi?ed students who are not demonstrating academic success in reading and/or mathematics. Identi?ed students will be expected to meet speci?ed grade level/content pro?ciency standards for that student as measured by selected assessments.

Quali?cations:

Texas highly quali?ed certi?ed teacher who has expertise in formative assessment, instructional delivery, intervention, and e?ective teaching strategies and skills development

Teachers who have additional training in reading, math and di?erentiating instructional strategies

Selected teachers may be required to attend additional training in English as a Second Language, dyslexia, reading, and/or mathematics based on speci?c job assignment.

Minimum Education/Certi?cation:

Valid Teaching Certi?cate in General Education and Special Education

Selected Certi?cations as Position Requires (i.e. ESL, Dyslexia, Master Math Academy, or Master Reading Academy)

Two years teaching experience.

Special Knowledge/Skills:

Knowledge of curriculum and instruction

Specialty knowledge of reading and math content areas and learner strategies.

Ability to disaggregate data and develop strategies for the di?cult and reluctant learners. Strong communication, organizational, and interpersonal skills

Working knowledge of computers and educational software

Ability to work with teachers and develop individual educational plans for students. Experience using assessment results to shape instruction.

MAJOR RESPONSIBILITIES AND DUTIES:

INSTRUCTION:

• Works with identi?ed students to bring them to individually speci?ed pro?ciency levels.

• Develops speci?c strategies to assist identi?ed students in achieving content/grade level pro?ciency levels.

• Participates in SAT meetings on identi?ed students.

• Assists in developing necessary measures for students being identi?ed for special education services.

• Attends school site professional development. The meetings may include: grade level meetings, district-wide professional development days, faculty meetings focused on instructional/pedagogical issues, professional development planning meetings.

• Serves as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students, including English language learners, students enrolled in Special Education Programs, students in special reading, and students with unique/diverse learning needs.

• Facilitates baseline and outcome assessment administration.

• Prepares individual and small group instruction for identi?ed students.

• Utilizes research-based instructional strategies

• Works collaboratively with classroom teachers and other interventionists to develop the right learning pathways for students.

• Contacts parents and develops a system of communication so that parents are an integral part of intervention strategies for student success.

• Reports regularly on student progress to the campus supervisor

• Provides data driven instructional assistance with identi?ed students both individually and within small group setting.

• Gives support in continual assessment development, management and analysis in order to provide targeted assistance for identi?ed students.

• Uses appropriate manipulatives/technology in content instruction.

• Keeps careful student records to document ongoing student progress and to ensure progress monitoring has occurred.

• Uses appropriate pacing to ensure that the speed of instruction to maximize learning and to maintain student engagement.

Professional Development to Improve Instruction:

• Participates in book studies.

• Participates in self-evaluative and self-re?ective activities as directed and scheduled by the supervisor.

• Attends meetings/trainings to increase knowledge of curriculum components and implementation.

• Participates in collaborative grade level meetings to help analyze and utilize assessment data to improve student achievement.

• Attends grade level/content area teams to set goals for improved instruction.

• Attends position required training and updates as directed by the supervisor.

• Works with teachers and principals in using data to identify students for intervention instruction.

• Performs other curriculum and instructional duties as assigned.

Support to the Campus Sta? Responsibilities:

• Provides updates to ensure that all are knowledgeable about student achievement progress, program components, TEKS and diagnostic/progress monitoring tools used for speci?ed students

• Meets regularly with campus sta? to discuss areas of strength and areas of need on campus and strategize e?ective ways to meet these needs.

• Works with grade level/content area teachers to ensure that learning gaps do not occur when an identi?ed student is out of the regular classroom setting.

• Facilitates the use of technology in the teaching-learning process.

• Implements policy established by federal and state law, SBOE rule and local board policy related to curriculum and instruction.

• Compiles, maintains, and ?les all reports, records and documents as required.

• Performs before school, lunch, and after school duties as assigned.

Additional Duties

Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

WORKING CONDITIONS:

Mental Demands:

Ability to communicate e?ectively (verbal and written); interpret policy procedures and data; coordinate campus instructional functions; and maintain emotional control under stress.

Physical Demands:

Prolonged and irregular hours including travel to conferences and sta? development outside the district. Ability to carry and move up to 30 pounds.

Copperas Cove ISD does not discriminate on the basis of race, color, national origin, sex, religion, disability, or age in its programs, activities, or employment practices. For inquiries regarding the non-discrimination policies, contact: Executive Director of Human Resources, (254) 547-1227, 408 S Main St Copperas Cove, TX 76522