Title Interventionist; Pending Board Approval

Job Description Title I Interventionist JOB GOAL

Provides targeted, evidence-based academic intervention and progress monitoring to students who need additional support to meet Tennessee Academic Standards. The position supports implementation of Title I, Part A school wide or targeted assistance programs, Tennessee's Response to Instruction and Intervention (RTI²) framework, district instructional priorities, and approved school plans to accelerate student learning and close identified skill gaps.

• Holds a bachelor's degree and a valid Tennessee educator license with an endorsement covering the assigned grade level and/or subject area, or other credential authorized by Tennessee law, State Board of Education rules, and Tennessee Department of Education requirements;
• Demonstrates knowledge of Title I, Part A school wide and targeted assistance program requirements, evidence-based instructional practices, Tennessee Academic Standards, and district curriculum expectations;
• Demonstrates knowledge of Tennessee RTI², universal screening, diagnostic assessment, progress monitoring, data-based decision-making, and implementation of targeted academic interventions;
• For assignments involving literacy intervention, demonstrates knowledge of applicable Tennessee foundational literacy, universal reading screening, dyslexia, and district Foundational Literacy Skills Plan requirements;
• Has strong written, verbal, presentation, organizational, technology, data-analysis, and interpersonal skills and demonstrates the ability to collaborate effectively with students, families, classroom teachers, intervention teams, administrators, and support personnel; and
• Meets the physical and other requirements necessary to perform the essential functions of the position with or without reasonable accommodation.

Building Principal and/or Designated Supervisor

Exempt

200 Days

Performance of this job will be evaluated in accordance with applicable state law, State Board of Education Rule , State Board Educator Evaluation Policy 5.201, Board policy, and district procedures governing evaluation of licensed personnel.

Provides targeted, evidence-based academic intervention to students identified through school wide, targeted assistance, RTI², universal screening, diagnostic assessment, classroom performance, state or district assessment data, and other approved criteria, as applicable;
Implements intervention services consistent with the school's approved Title I plan and, in targeted assistance programs, supports student selection and service delivery using objective educational criteria established by the school and district;
Plans and delivers small-group and/or individualized intervention aligned with Tennessee Academic Standards, district-approved curriculum, high-quality instructional materials, and identified student skill needs;
Coordinates intervention with grade-level Tier I instruction so that intervention addresses specific skill deficits while reinforcing and supporting access to grade-level learning;
Schedules intervention to minimize unnecessary loss of core instruction and collaborates with classroom teachers and administrators to ensure students maintain access to required instructional content;
Implements Tennessee's RTI² framework by providing interventions with the frequency, duration, intensity, group size, and instructional focus established through the school's data-based decision-making process;
Administers or supports universal screening, diagnostic assessments, skill inventories, curriculum-based measures, and progress-monitoring assessments for which the employee is trained and authorized;
Collects, maintains, analyzes, and uses progress-monitoring data at required intervals to determine student response to intervention and to recommend continuation, adjustment, intensification, or other appropriate instructional action;
Participates as an active member of school-level RTI², data, grade-level, or problem-solving teams and provides intervention data needed for instructional decision-making;
Collaborates regularly with classroom teachers to connect intervention instruction to Tier I learning, communicate student progress, and identify strategies that can be reinforced in the general education classroom;
For K-3 reading intervention assignments, supports required universal reading screening and uses approved screening and diagnostic data to inform intervention in…