Title I Interventionist

TITLE I INTERVENTIONIST   

Under the leadership of the building principal, this position is responsible for instructing elementary school students in the core content areas (reading, math, science, social studies) through groups or targeted support to enable them to meet challenging State academic standards using Tier II and Tier III intervention strategies. This position supports the regular education curriculum and works collaboratively with other personnel to expand student development of appropriate skills, knowledge, and interests in the core content areas.     

This is sedentary work requiring the exertion of up to 10 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects; work requires crouching, reaching, standing, walking, lifting, grasping, and repetitive motions; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, operation of motor vehicles or equipment, determining the accuracy and thoroughness of work; the worker is not subject to adverse environmental conditions.

ESSENTIAL FUNCTIONS/TYPICAL TASKS

This position description is not intended to be an exhaustive list of all duties, knowledge or skills associated with 

• Instructs elementary students through core content small group instruction in accordance to division expectations.
• Collaborates with school leadership and classroom teachers to create a schedule for intervention groups based on student need.
• Completes all requirements as required under Title I, Part A as requested by the Coordinator of Compensatory Programs.
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives.
• Prepares and plans for differentiated lessons using the provided intervention curriculum materials for all student groups.
• Uses formative and summative assessment data to inform instruction, decision making, and planning in order to support identified students   
• Attends and participates in school level PLCs/ grade level meetings
• Meets the needs of identified students through a variety of co-teaching models and small group instruction.
• Uses a variety of instructional techniques and core content materials appropriate for the age and skill level of students.
• Establishes and maintains standards of pupil behavior and creates a safe, orderly and effective environment for learning.
• Participates in conferences as requested to report student progress.
• Assists with the screening and evaluation of students in core content areas.
• Interprets ESSA (Every Student Succeeds Act) requirements related to school activities/outreach programs that support family engagement.
• Collaborates with school leadership to develop and implement the family engagement program according to local, state, and federal guidelines.
• Maintains accurate and complete records as required by law, SPS policy and administrative regulation; including, but not limited to, schedule of student support, intervention supports provided to individual students, and Title I materials inventory.

Additional Duties

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

KNOWLEDGE, SKILLS AND ABILITIES

• knowledge of SPS curriculum and techniques for integrating curriculum, SPS policies and effective instructional practices;
• knowledge of the needs of students requiring interventions in core content areas; thorough understanding of the teaching and learning process
• ability to provide instruction that reflects multiple perspectives and multicultural education
• ability to select and implement evidence-based interventions in relation to student need
• ability to purposefully infuse technology into curriculum
• ability to work effectively with administrators, colleagues, central office, school based staff, students, parents and community
• ability to interpret, understand, and utilize data to support student achievement and to tailor instruction to meet the needs of the student(s)
• excellent organizational, communication, and human relations skills.
• knowledge and understanding of the parent involvement component of the “Every Student Succeeds Act.”

EDUCATION AND EXPERIENCE

• Must hold or be eligible for a Virginia Teaching License; Elementary Education endorsement preferred. 
• Minimum of four years of successful prior teaching experience, preferably in grades K-5.