Academic Interventionist​/Elementary Anticipated

Academic Interventionist/Elementary Anticipated

Location:

Rice Elementary - 114

Position Summary:

Provide students with appropriate interventions in the areas of reading and math, with special attention to Tier II and Tier III interventions. The interventionist delivers targeted and intensive support for students identified by data in need of academic improvement and is responsible for monitoring, reporting, and communicating student progress and performance.

• Provide high quality interventions in Reading, Math or other assigned subjects to individual students and small groups based on student data.
• Utilize Branching Minds to document and continuously monitor student performance and progress, determine appropriate interventions, create plans for intervention delivery, and keep all records up to date.
• Collaborate with classroom teachers to generalize skills taught and practiced during interventions.
• Use identified research‑based interventions focused specifically on student needs.
• Provide data, participate, and support campus problem‑solving teams to aid in decision making.
• Plan and use appropriate instructional and learning practices, strategies, activities, materials, and technology to effectively differentiate instruction.
• Collaborate with teachers to formulate student intervention plans based on data from campus problem‑solving team meetings.
• Administer assessment tools, such as Curriculum Based Measurements (CBM), to progress monitor according to expectations.
• Interpret progress monitoring data to make instructional decisions.
• Develop and maintain intervention schedule.
• Support teachers in classroom data collection.
• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students, using the practices of Positive Behavior Interventions and Supports.
• Manage student behavior in accordance with the Student Code of Conduct and student handbook.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain a professional relationship with colleagues, students, parents, and community members.
• Use effective communication skills to present information accurately and clearly.
• Participate in professional learning activities to improve job‑related skills.
• Keep informed of and comply with State, District, and School regulations and policies for classroom teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Grades K‑4:
  Complete the CISD Reading Academy according to established timelines at the time of hire.
• Maintain confidentiality of information.
• Other duties as assigned.

Three years of successful classroom teaching experience.

• Bachelor’s degree from an accredited university.
• Valid Texas teaching certificate with required endorsements for subject and level assigned.
• Grades K‑4:
  Valid Reading Academy Certificate of Completion, if applicable.

• Expertise in Reading and/or Math instruction or the subject assigned.
• Strong knowledge of instructional strategies for all students to develop competencies and skills identified by data and the problem‑solving team.
• Ability to interpret data for instructional decision making.
• Creativity and adaptive thinking to match teaching objectives, learning strategies, and instructional plans with students’ abilities.
• Knowledge of Positive Behavior Interventions and Supports.
• Ability to communicate effectively using a variety of media, work with others as a team, organize and maintain records, manage time and resources effectively and efficiently, evaluate performance, and provide constructive feedback.
• Knowledge of Multi‑Tiered Systems of Supports.
• Ability to apply the principles of differentiated instruction to inform instructional practices.
• Strong working knowledge of District curriculum frameworks, scope and sequence and best practices.

• Direct the work of instructional aide(s) if assigned.

Maintain emotional control under stress. Occasional prolonged and/or irregular hours. Frequent standing, stooping, bending, pulling and pushing. Move small stacks of textbooks, media equipment, desks, and other classroom equipment.