Summary

Essential Duties

• Supports and monitors school’s implementation of Response to Intervention (RTi) model for increasing student achievement
• Facilitates and supports teacher’s use of classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social/emotional and cognitive skills
• Provides technical guidance and support for teachers and RTi/SST teams’ effective use of behavioral support models (PBIS) and tools (functional behavior assessment, positive behavioral supports, and behavior intervention plans)
• Utilizes understanding of how to select and analyze data related to individual students, groups of students and classrooms to positively impact achievement and behavior
• Oversees school and classroom level data collection and progress monitoring for every tier
• Provides training and technical assistance to teachers and staff for every tier of intervention
• Provides training and support on effective use of school-based intervention teams, including collaboration, communication, and cohesion across various team members (administrators, teachers, counselors, CSTs, ISTs, school psychologists, etc.)
• Provides training and ongoing support for data systems that provide critical student achievement data and information (eSchoolPLUS, SAMS, Achievement Series, PCG tools, etc.)
• Coordinates collection of data from assessment teams and classroom teachers
• Attends grade-level team meeting to coordinate RTi processes across the grade levels
• Meets with teachers individually or in grade-level teams to help interpret data, determine intervention efficacy and plan next steps of support
• Models and assists teachers in the use of data to place students in intervention groups and define focus of instruction for each group
• Assists teachers in preparing materials and strategies for each group
• Models effective intervention group instruction for teachers Observes teachers instructing intervention groups and provides feedback and coaching
• Collects and analyzes classroom and school wide RTi data for every tier
• Supports teachers in measuring and documenting student progress
• Responsible for training and support related to RTi software tools (universal screener, progress monitoring, system data tools)
• Works collaboratively with SST team to facilitate eligibility for special education when needed
• Ensures that the RTi/SST adheres to legal requirements in order to protect the legal integrity of the system and students
• Engages the learning community to identify and systematically address professional learning needs related to RTi and SST
• Plans and delivers ongoing staff development for teachers and paraprofessionals with respect to RTi
• Maintains records and ensures compliance with federal, state and local guidelines and reporting requirements
• Engages and involves parents in the RTi process and ensures effective communication is provided at every tier
• Supports instructional staff’s engagement in professional development workshops including oneself
• Performs other duties as assigned by the appropriate administrator

Required Education

Certification/Licensure

Experience Qualifications

Minimum 5 years of experience as a teacher, school counselor, social worker, or school psychologist required; Advanced training and minimum 2 years of experience implementing Response to Intervention models and programs required; Minimum 2 years as a school-based RTI/SST Chair preferred

Knowledge/Skills/Abilities

• Advanced proficiency with various computer based software (SIS, Microsoft Office, Graphing Tools, Data Dashboards)
• Demonstrates skills in data gathering and analysis, project planning and evaluation
• Ability to promote and follow Board of Education policies, Superintendent's initiatives and directives, school building and department goals, priorities and procedures
• Must be able to communicate effectively with students, staff, and community
• Allocates time and resources effectively
• Respects confidentiality
• Must have an understanding of instructional decision-making
• Knowledge of legal issues and requirements related to special education and 504
• Knowledge of special education programs and services
• Strong knowledge and skill in problem solving processes
• Strong knowledge of testing and assessment
• Computer and technology skills
• Deep understanding of instruction in reading/literacy, math, and behavior interventions
• Ability to develop implement, monitor, and evaluate program goals and initiatives
• Excellent organizational and leadership skills
• Excellent communication skills both written and verbal

Working Conditions

• Normal office environment

Physical Demands

• Routine physical activity associated with normal office environment

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