Policies
Middletown Public Schools
Intervention Specialist
INTERVENTION SPECIALIST
JOB GOAL:
Intervention Teacher is responsible for helping to plan, coordinate, and implement comprehensive and intensive (individualized) interventions that will support the needs of Grades K through 3 students in the area of literacy and numeracy.
The Intervention Teacher will perform a wide variety of specialized and responsible tasks in support of Response to Intervention, Literacy and Numeracy Programs. These conditions will include teaching under conditions that necessitate small group and individualized instruction in collaborative settings within and supplemental to the regular classroom that are on tier three. It also includes maintaining exclusive records of student progress in TIEnet utilizing various assessments and progress monitoring tools such as NWEA Progress Monitoring. Teachers are likewise responsible for establishing and maintaining cooperative working relationships with administrators, teachers, students and parents.
JOB RESPONSIBILITIES:
1. Plan, organize and evaluate Interventions for individual students at tier two and tier three.
a. Plan, sequence, and scaffold instruction
b. Analyze and interpret test scores for purposes of accommodating or modifying instruction.
c. Work successfully with administrators, teachers, students and parents.
d. Use assessment data to improve instruction, and problem solve
e. Use a range of assessment tools as a means to make sound decisions about student literacy needs as related to the curriculum and to instruction
f. Analyze formal and informal assessment data on students to determine student response to instruction
2. Provide individualized targeted and intensive interventions for students who have not achieved their reading and/ or mathematics level.
3. Provide whole class, small group, and individual instruction according to individual student needs.
4. Maintain records (including anecdotal) of progress of each student receiving intervention in TIEnet. (PLP/PMP, goals, interventions and progress monitoring)
5. Communicate student progress through written progress report for parents, administrators and future classroom teachers.
6. Perform a wide variety of responsible and specialized tasks; Interpret and apply rules and regulations as appropriate.
7. Provide, upon request, individual diagnostic testing
8. Participate in team reviews concerning academic progress of at-risk students who are not responding to interventions
9. Assist the school's curriculum personnel in providing services to special populations
10. Provide in-service training and follow-up coaching to assist classroom teachers in the use of reading/math/learning strategies in their classrooms
11. Work with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of reading, writing, mathematical, and communication strategies
12. Participate in district-level in-service meetings and assisting in the selection of district level in-service offerings (by providing input and recommendations)
13. Provide a flexible program and a creative use of time that will utilize a variety of models to supplement core instruction with targeted interventions that can intensify based upon the need of the groups
14. Continue professional growth and strengthen professional teaching knowledge, skills, and strategies through an ongoing program of workshops, seminars, conferences, and/or advanced course work
15. Help to provide staff development for teachers, volunteers, parents, paraprofessionals, administrators, and other appropriate personnel as needed
16. Help to coordinate school-based professional development in reading and math interventions aligned with the school’s after school professional development opportunities (during the 3 hours) and the District Professional Development Plan
17. Perform other duties as assigned
REQUIRED QUALIFICATIONS:
1. REQUIRED - R.I. Teaching Certification in Early Childhood Education Teacher, Grades PK-2 and Elementary Education Teacher, Grades 1-6 or appropriate certification in Grades K through 3.
2. PREFERED - R. I. Teaching Certification in Reading Specialist / Consultant
3. PREFERED - R. I. Teaching Certification in Elementary/Middle Special Education Teacher, Grades K-8
4. PREFERED - R.I. Teaching Certification in Middle Grades Mathematics Teacher, Grades 5-8 - Elementary Extension
5. Experience in development and implementation of personal literacy plans, personal math plans, progress monitoring.
6. A minimum of three years of successful teaching experience
7. Experience in leading professional development activities for staff
8. Experience (with evidence) in advancing the use of setting goals and analyzing data to improve student learning and self-improvement
9. Evidence of supporting a vision that reflects an ALL STUDENTS classroom program
10. Demonstrated ability in using technology to support teaching and learning
11. Demonstrated ability with planning, coordinating and validating instructional innovation efforts with the Common Core State Standards
12. Demonstrated knowledge and understanding of the Rhode Island Basic Education Program & Regulations and the Rhode Island Criteria & Guidance for the Identification of Specific Learning Disabilities
13. Excellent project management, organizational skills, technology skills including use of Excel spreadsheets, TIEnet /development & maintenance of student plans & RtI forms, NWEA screening data & progress monitoring probes
14. Outstanding critical thinking skills
15. The ability to work effectively with others at all levels of an organization including colleagues, parents, students, and administrators
16. Capacity to work independently and manage multiple responsibilities simultaneously
17. The ability to identify challenges and be flexible to actively work to find solutions
18. Outstanding interpersonal and teamwork skills
19. Openness and responsiveness to feedback
20. Demonstrate exemplary oral and written communication and listening skills.
21. Successful interview
22. Such alternatives to the above qualifications as the School Committee may find appropriate
REPORTS TO: Building Principal(s)
1st Reading – September 15, 2016
2nd Reading – October 20, 2016