Intervention Specialist - Jefferson Elementary

SUMMARY

The Elementary RTI Specialist will design RTI plans, implement the RTI plans, and monitor the growth of the campus' tier 2 and 3 students. Working with Executive Director of Elementary and the Director of Assessment and Accountability, the RTI Specialist will ensure the district's MTSS is implemented with fidelity.

Major Responsibilities and Duties:

Provide Tiered Student Intervention:

• Utilize multiple data points to identify students who should be served in tier 2 and tier 3 intervention

• Design lesson plans for students served in tier 3 intervention in grades 1-5

• Four days per week provide intervention for tier 3 intervention students in grades 1-5

• Implement the district's HQIM for tier 3 intervention

• Adjust intervention plans as needed

• Create and provide bi-weekly progress monitoring check of tier 3 students

• Keep an on-going record of intervention hours for all HB 1416 students

• Coordinate communication with families regarding HB 1416 requirements

• With the support of the elementary coordinator, design systems, determine tools to measure the effectiveness of all tier 2 and 3 supports

Coordinate RTI Campus Meetings:

• Support the intervention program by coordinating the campuses RTI meetings

• Use data to help teachers determine next steps for student intervention

• Facilitate mclass training for the Kinder readiness and dyslexia screeners

• Facilitate the dyslexia screener meetings 2 times per year.

• Attend monthly work sessions with the elementary coordinator

• Routinely meet with the campus principal or campus principal designee to ensure the academic student growth goals of the campus are being met

• Assist the campus leadership team with analyzing student data to ensure all students are receiving the appropriate intervention at all levels.

• Ensure appropriate accommodations are added to Frontline for all RTI students

• Provide the elementary coordinator feedback on best practices and resources for MTSS.

• Support campus administrator in compiling data for student referrals as appropriate.

Supervisory Responsibilities

• This position has no supervisory responsibilities.

This position reports to the campus principal and elementary coordinator.

QUALIFICATIONS

• Must be a certified teacher who has expertise in early literacy curriculum assessment, instructional delivery and staff development.

• The RTI Specialist must possess a deep understanding of the scientific research base for instruction, extensive knowledge of reading program components and teaching experience within the field of early literacy areas.

• The RTI Specialist is knowledgeable about proven scientific based research strategies, appropriate use of assessment and intervention strategies for struggling students in the area of reading. The RTI Specialist will work directly with the Elementary Curriculum Director and support the Campus Principal.

EDUCATION and/or EXPERIENCE

Bachelor's degree, a valid Texas Teaching Certificate, and 3 years of teaching experience as teacher. Previous mentoring and coaching experience.

LANGUAGE SKILLS

Ability to read and interpret documents such as state and local rules and regulations, operating and maintenance instructions and procedure manuals in English. Ability to write routine reports and correspondence in English.

REASONING ABILITY

Ability to apply common sense understanding to carry out instructions furnished in written, oral, or

diagram form. Ability to deal with problems involving several concrete variables in standardized

situations.

PHYSICAL DEMANDS

The physical demands described here 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.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters

while performing the essential functions of this job. Reasonable accommodations may be made to

enable individuals with disabilities to perform the essential functions.

Frequent district-wide travel to multiple campuses as assigned. The noise level in the work environment

is usually moderate.