Multilingual Interventionist SY

Multilingual Interventionist

Primary

Purpose:

Under the guidance and supervision of the Principal, the campus Multilingual Interventionist (MLI) supports the academic and language development of Emergent Bilingual (EB) students and assists campus leadership in strengthening English Language Development (ELD) instruction and interventions. The MLI provides targeted small-group instruction and individualized intervention, coordinates state and district multilingual assessment and compliance processes, and collaborates with teachers, administrators, and families to ensure equitable access and instructional success for multilingual learners.

Qualifications:

Education/

Certifications:

Bachelor's degree from an accredited institution.

Valid Texas Teacher Certification with ESL certification required. Preferred:
Bilingual certification in elementary.

Experience teaching Emergent Bilingual students and implementing ELD strategies.

Experience with LPAC, TELPAS, and multilingual program compliance strongly preferred.

Knowledge &

Skills:

Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.

Ability to write routine reports and correspondence.

Ability to speak effectively before groups of constituents or employees of organization.

Ability and/or willingness to learn to use and understand Microsoft Office for spreadsheets, letters and other written communications in order to effectively communicate information with employees, administration and the Board.

Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.

Ability to deal with problems involving several concrete variables in standardized situations.

Major Responsibilities & Duties:

Instructional Support and Intervention:

• Provide daily targeted small group instruction for Emergent Bilingual students, including newcomers, aligned to language proficiency levels and the linguistic demands of Tier 1 instruction, using research-based, language-rich strategies.
• Collaborate with classroom teachers to plan, co-teach (when strategically cohorted), and implement effective ELD and sheltered instruction strategies, particularly within reading language arts and other priority content areas.
• Monitor student progress using TELPAS and classroom data to adjust groupings, instructional focus, and supports to improve language proficiency outcomes.
• Support the implementation of Tier I, II, and III language development supports, ensuring intervention remains supplemental and aligned to core instruction.
• Provide targeted support within general education settings (push-in or co-teaching) to reinforce grade-level content through appropriate language scaffolds and structured supports.

LPAC and Compliance Coordination:

• Serve as the Language Proficiency Assessment Committee (LPAC) Chair, facilitating LPAC meetings, documenting decisions, and ensuring compliance with state and federal guidelines.
• Ensure accurate multilingual assessment, placement, monitoring, and reclassification processes for EB students, including documentation and parent communication.
• Serve as the campus TELPAS testing coordinator, ensuring proper training, administration, and submission of TELPAS and TELPAS Alternate.
• Ensure assessment accommodations align with and are provided according to approved student plans.
• Maintain accurate assessment, LPAC, and program documentation for Emergent Bilingual students.
• Request and maintain files (permanent records, agendas) to provide a clear audit trail for state and federal compliance.
• Support campus administration with testing timelines, procedures, and audit readiness.

Data-Driven Instruction and Planning:

• Analyze multiple data sources (TELPAS, STAAR/EOC, benchmarks, screeners, and classroom assessments) to identify instructional needs for Emergent Bilingual students.
• Use data to plan, target, and adjust small-group instruction and interventions for language development and academic growth.
• Collaborate closely with the Special Education team to support students who are dually identified as Emergent Bilingual (EB) and Special Education (SPED).
• Monitor student progress…