Certificated Teacher - Interventionist

Position Type:
Certificated/ Instructional Coach & Interventionist

Date Posted:
7/15/2025

Location:

Wildwood Elementary
(High-Needs School)

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Date Available:

09/02/2025

Closing Date:
07/21/2025

Hours per Day:
7.5

Days of the Week:
Monday,Tuesday,Wednesday,Thursday,Friday

Shift Times:
8:05 am-3:05 pm

Days per Year:
180

Skillfully assess and diagnose student reading and math strengths and deficits in order to set academic goals and inform instruction.

Collaborates with classroom teachers and school intervention team to determine which students are most at-risk and not meeting state academic achievement standards.

Collaborates with classroom teachers and school intervention team to determine what intervention programs will best meet students’ needs.

Has knowledge of the three levels of instruction and intervention in an MTSS model and makes decisions as appropriate to determine level of frequency and duration of the intervention.

Uses a variety of research based instructional strategies and methods to best support the needs of the student receiving intervention.

Utilizes progress monitoring tools to record student growth and adjust instructional program as needed.

Manage, (analyze, organize, input, and report) data to archive effectiveness of the intervention program and the resulting student achievement.

INTERVENTIONIST

POSITION SUMMARY:
This position will provide supplemental intervention services to identified students who are at-risk of not meeting state reading and/or math standards. These services will be designed in collaboration with classroom teachers and delivered preferably in the classroom or a designated intervention area. Small group instruction will be provided to students with similar academic needs. Individual instruction will be provided when appropriate based on recommendation of intervention team.

Research-based intervention programs and materials will be used that align with students’ deficit areas. This certificated position is supervised by the building principal and funded by the Title I/LAP program.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Skillfully assess and diagnose student reading and math strengths and deficits in order to set academic goals and inform instruction.
• Collaborates with classroom teachers and school intervention team to determine which students are most at-risk and not meeting state academic achievement standards.
• Collaborates with classroom teachers and school intervention team to determine what intervention programs will best meet students’ needs.
• Has knowledge of the three levels of instruction and intervention in an MTSS model and makes decisions as appropriate to determine level of frequency and duration of the intervention.
• Uses a variety of research based instructional strategies and methods to best support the needs of the student receiving intervention.
• Utilizes progress monitoring tools to record student growth and adjust instructional program as needed.
• Manage, (analyze, organize, input, and report) data to archive effectiveness of the intervention program and the resulting student achievement.

The preceding list of responsibilities is not exhaustive and may be supplemented as necessary.

REQUIRED QUALIFICATIONS:

Education and Experience

Current Washington State Teacher’s Certificate with appropriate subject area endorsement(s)
Three (3) years’ of successful classroom teaching experience in relevant grade level and content area
Demonstrates predominantly distinguished marks as measured by the criteria set for teacher evaluation

ADDITIONAL REQUIREMENTS:
Work scheduled hours on a consistent basis

PREFERRED QUALIFICATIONS:
Experience working with students in an intervention position
Deep understanding of the CEL5D instructional framework
Proven successful experience in an ethnically diverse school district
Knowledge of English language development

CONDITION OF EMPLOYMENT:
Criminal…