Title I Interventionist (Pending Board Approval)

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 schoolwide or targeted assistance programs, Tennessee's Response to Instruction and Intervention (RTI ) framework, district instructional priorities, and approved school plans to accelerate student learning and close identified skill gaps.

QUALIFICATIONS

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 schoolwide and targeted assistance program requirements, evidence-based instructional practices, Tennessee Academic Standards, and district curriculum expectations;

Demonstrates knowledge of Tennessee RTI, 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.

REPORTS TO Building Principal and/or Designated Supervisor

FLSA STATUS Exempt

SCHEDULE 200 Days

EVALUATION

Performance of this job will be evaluated in accordance with applicable state law, State Board of Education Rule 0520-02-01, State Board Educator Evaluation Policy 5.201, Board policy, and district procedures governing evaluation of licensed personnel.

ESSENTIAL FUNCTIONS

Provides targeted, evidence-based academic intervention to students identified through schoolwide, targeted assistance, RTI, 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 RTI 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 RTI, 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 accordance with Tennessee requirements and district procedures;

For literacy intervention assignments, provides explicit, systematic, evidence-based instruction in applicable foundational literacy skills and other reading components in alignment with the district Foundational Literacy Skills Plan and approved instructional materials;

For mathematics intervention assignments, provides explicit, systematic, evidence-based instruction targeted to identified mathematical skill deficits and aligned with district curriculum and Tennessee Academic Standards;

Supports students with IEPs, Section 504 plans, English learner plans, and other student-specific plans by implementing required accommodations and supports within the intervention setting while coordinating with appropriate service providers; Title I intervention does not replace services required by those plans;

Differentiates intervention based on student data, learning needs, language needs, disability-related needs, and other relevant educational factors while maintaining high expectations for student learning;

Communicates student progress, intervention goals, strengths, needs, and suggested supports to parents/guardians in a timely, understandable, and professional manner and supports Title I parent and family engagement activities as assigned;

Maintains accurate and timely intervention rosters, service schedules, lesson records, progress-monitoring data, assessment records, family communication records, and other documentation required for Title I, RTI, federal program monitoring, and district procedures;

Uses Title I-funded time, materials, and resources only for allowable activities consistent with the approved Title I plan, district procedures, and applicable federal fiscal requirements, including supplement-not-supplant requirements;

Participates in development, implementation, review, and monitoring of the school's Title I schoolwide or targeted assistance plan, comprehensive needs assessment, school improvement activities, and program evaluation as assigned;

Uses evidence-based instructional strategies and intervention materials selected in accordance with district expectations and applicable ESSA evidence requirements;

Maintains student confidentiality and safeguards student records and assessment information in accordance with applicable law, Board policy, and district procedures;

Administers state, district, and classroom assessments fairly, ethically, and in accordance with required testing procedures and security requirements when assigned;

Observes student academic, behavioral, health, and safety concerns and follows school and district procedures for referral, response, documentation, and communication;

Completes required child-abuse training and follows Tennessee mandatory reporting procedures for suspected child abuse, neglect, or child sexual abuse in accordance with applicable law and district procedures;

Participates in professional learning related to Title I, RTI, literacy, mathematics, intervention, assessment, data use, and other areas necessary to maintain effective instructional practice;

Regular, dependable, in-person attendance is an essential function of this position. The employee must be physically present at the assigned school location during scheduled work hours to perform instructional duties, supervise students, collaborate with staff, and carry out job responsibilities;

Complies with Board policies, school rules, administrative regulations, Tennessee law, State Board rules, Tennessee Department of Education requirements, applicable federal program requirements, and district procedures; and

Performs other work-related duties as assigned.

PHYSICAL DEMANDS

This job may require lifting or carrying of objects that exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to twenty-five (25) pounds. Other physical demands may include pushing and/or pulling, stooping and/or kneeling, bending, reaching and/or handling, standing, walking, sitting, talking, hearing, seeing, and responding promptly to student health and safety needs. Appropriate assistance and equipment should be used when needed and available.

TEMPERAMENT (Personal Traits):

Adaptability to performing a variety of instructional, assessment, intervention, collaboration, communication, and recordkeeping duties, often changing from one task to another without loss of efficiency or composure;

Adaptability to accepting responsibility for planning, implementing, monitoring, and adjusting academic interventions based on student needs and data;

Adaptability to working collaboratively and respectfully with students, families, classroom teachers, intervention teams, administrators, and support personnel;

Adaptability to responding calmly and professionally to sensitive, confidential, academic, behavioral, and family matters; and

Adaptability to making generalizations, evaluations, or decisions based upon academic standards, student data, intervention response, program requirements, observation, and sound professional judgment.

CAPACITY AND ABILITY REQUIREMENTS:

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

Intelligence: The ability to understand instructions, academic standards, intervention principles, Title I and RTI requirements, assessment information, and applicable laws and procedures; analyze information; reason; and make sound judgments.

Verbal: The ability to understand meanings of words and ideas and to communicate clearly, respectfully, and effectively with students, families, colleagues, and administrators in oral and written form.

Numerical: The ability to perform arithmetic operations and accurately interpret quantitative information related to assessment, progress monitoring, student growth, attendance, schedules, and program data.

Data Perception: The ability to understand, organize, analyze, verify, and interpret information presented in universal screeners, diagnostic assessments, progress-monitoring records, state and district assessments, graphs, charts, tables, reports, and data systems.

Instructional Planning: The ability to translate student data, academic standards, intervention goals, curriculum expectations, and evidence-based practices into coherent and appropriately intensive intervention lessons.

Organization: The ability to manage intervention groups, schedules, lesson planning, student records, assessment windows, communications, materials, meetings, deadlines, and federal program documentation efficiently.

Interpersonal: The ability to establish positive relationships, collaborate effectively, resolve problems appropriately, and work as a member of school-based instructional, data, and student-support teams.

Confidentiality and Judgment: The ability to safeguard student information and make decisions consistent with law, Board policy, district procedures, federal program requirements, and professional standards.

WORK CONDITIONS

School and classroom environments with frequent interaction with students, families, staff, and visitors. The position may involve travel within the assigned school or district, changing student groups and schedules, exposure to communicable illnesses, and student behaviors requiring prompt supervision or response. The employee must be able to move throughout instructional environments and respond promptly to student needs and safety concerns.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

NONDISCRIMINATION POLICY

The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, in programs or activities, or in employment opportunities or benefits. The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace. Employees or applicants who need reasonable accommodations should contact Human Resources for assistance.