Long Term Substitute - Interventionist

The job of the Interventionist for Student Success to accelerate achievement for all students, with a specific focus on students who are not yet at grade level, through the implementation of high quality instruction that enables students, individually and/or in small groups, to develop and achieve expected grade level outcomes in literacy and math as well as cultivate student's social and emotional competencies.

Interventionists will have an assigned caseload and provide appropriate interventions during time-bound cycles. In addition to leading interventions, the position is also responsible for supporting the implementation of MTSS(Multi-Tiered System of Supports) through collaboration, modeling intervention practices, co-teaching, supporting and guiding teachers in best practices for intervention and enrichment.

Collaborative decisions between School Leadership and Student Success Specialist aligned to District guidelines and structures will inform:

• Students to receive interventions and supports using the MTSS protocol
• Collaborative roles with classroom teacher support
• Interventionist groups/time
• Other duties to be executed to support student intervention

The Interventionist for Student Success will be held accountable for the following responsibilities:
Direct Work with Students (Approximately 70% of the Interventionists time should be spent providing direct service to students.)

• Collaboratively assesses students and groups of students using universal screening and diagnostic assessments to inform intake process, goals, strategies, progress monitors, and exit criteria according to the MTSS protocol.
• Uses quantitative and qualitative data, such as assessment results, student work, observation, teacher input, and anecdotals to provide targeted support, specific skills and learning habits to accelerate student learning to access grade-level content and expectations.
• Provides tier 2 and/or tier 3 intervention in the manner that best serves school and student needs as determined by educator input, performance data, research, and collaboration with school leadership in co-taught settings, individual, and small groups to support student growth in literacy, math or social-emotional competencies as appropriate.
• Provides remote interventions across schools when necessary.
• Provides a safe and engaging learning environment.

• Creates plans in Branchings Minds (MTSS Platform), monitors the progress of their caseload, and maintains records.
• Participates in data analysis meetings and evaluations of student intervention plans.
• Provides regular communication to families and educators about goals, progress, and outcome of the intervention(s).
• Maintains a high level of ethical behavior and confidentiality of information.

• Meets with grade-level teams, as appropriate, to discuss student progress and provide strategies to further support students in Tier 1 and Tier 2 instruction.
• Develops bridging plans that provide effective transitions for students exiting interventions to allow for less intensive scaffolds that support the student in applying the concepts/skills acquired to grade-level content.
• Collaborates with classroom educators, special education, emergent bilingual, and related services providers to develop effective intervention plans for students with most needs.
• Collaborates with classroom educators to design intervention supports core instructional goals and targets the intervention needs of students.
• Collaborates with Academic Instructional Coach and educators for the purpose of strengthening student intervention.
• Builds capacity of classroom educators in providing strategic tier 2 interventions in the classroom through modeling, co-teaching, and push-in supports.

• Analyzes school-wide achievement and behavior data in collaboration with principal and teacher teams for the purpose of supporting overall implementation of MTSS and advancing PLC and School Work Plan goals.
• Provides staff development on intervention, progress monitoring and assessment for educators to strengthen differentiated tier 1 instruction…