Academic Interventionist; part-time

Academic Interventionist

Our school is a Catholic elementary/middle school committed to educating the whole child within a faith-based community. We serve a growing number of students with identified learning needs, including students with Individualized Service Plans (ISPs), as well as students who are academically challenged and have not yet been formally evaluated. The Academic Interventionist provides direct academic and learning support to these students, maintains accurate records and timelines for student support documentation, and serves as an internal resource to teachers who are working to identify and respond to student needs.

This is a hands-on role for an educator who is comfortable moving between one-on-one instruction, small-group intervention, teacher consultation, and the organizational work of keeping student plans current. This position is intended to strengthen the school's capacity to serve students with special needs. The interventionist is not expected to carry a full caseload of a public-school special education teacher, but rather to build sustainable systems and provide targeted, high-impact support within a limited weekly schedule.

Direct Student Support

• Provide individual and small-group intervention in reading, writing, and math to students with identified learning needs.
• Deliver instruction aligned with the accommodations, modifications, and goals outlined in students' ISPs.
• Push into classrooms and/or pull students for targeted instruction, depending on student need and classroom schedules.
• Support students in developing executive functioning, self-advocacy, and study skills.
• Partner with teachers to collect and maintain progress-monitoring data on students receiving intervention, and adjust instruction based on that data.

Individual Service Plan

• Maintain a current, organized roster of all students with ISPs, including the status of each document.
• Track and monitor reevaluation and annual review dates, and provide advance notice to administration, teachers, and families so that deadlines are met.
• Ensure that documentation is complete, accessible to the appropriate staff, and stored in accordance with confidentiality requirements.
• Prepare summaries of student accommodations for classroom teachers at the start of the year and as plans are updated.
• Participate in meetings related to student plans as requested by the principal, and contribute classroom-based observations and progress data.

Teacher and Staff Support

• Serve as an internal resource to teachers seeking guidance on classroom accommodations, differentiation, and intervention strategies.
• Help staff recognize academic and behavioral indicators that may warrant a formal evaluation, and guide them through the school's referral process.
• Support the development and use of a consistent pre-referral intervention process, including documentation of interventions attempted and student response.
• Provide informal coaching and, as scheduling allows, brief professional development for faculty on supporting students with diverse learning needs.
• Communicate with families, in coordination with the principal and classroom teachers, regarding student progress and support needs.

Program and Systems Development

• Help establish and refine the school's systems for identifying, documenting, and serving students with learning needs.
• Recommend materials, assessments, and intervention resources appropriate to the school's size and budget.
• Provide periodic updates to the principal on caseload, service delivery, and unmet needs.

Valid Indiana state teaching license

Bachelor's degree in education, special education preferred

Demonstrated experience implementing Individualized Service Plans and academic interventions in a school setting.

Working knowledge of special education timelines, reevaluation requirements, and confidentiality obligations, including FERPA.

Strong organizational skills and the ability to independently manage documentation, deadlines, and a tracking system.

Ability to collaborate respectfully and effectively with classroom teachers who have varying levels of special education training.

Clear…