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ALABASTER CITY SCHOOLS JOB DESCRIPTION JOB TITLE: High School Instructional Interventionist QUALIFICATIONS: • A valid Alabama Professional Educator Certificate in an appropriate instructional area. • A bachelor's degree from an accredited institution. • A minimum of three years of successful teaching experience, preferably at the secondary level. • Knowledge of evidence-based academic interventions, diagnostic assessment, progress monitoring, data-based decision-making, and Multi-Tiered Systems of Support/Problem-Solving Team processes. • Knowledge of instructional practices and interventions appropriate for students in Grades 9–12, including strategies related to literacy, mathematics, learning strategies, organization, study skills, and other academic needs. • Experience analyzing multiple sources of student data and using findings to plan, implement, monitor, and adjust instruction and intervention. • Ability to establish positive and productive working relationships with students, families, teachers, administrators, and other school and district personnel. • Effective communication, collaboration, organizational, and recordkeeping skills. • Proficiency in technology used for instruction, assessment, data analysis, progress monitoring, and student documentation. • Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable. REPORTS TO: Principal JOB GOAL: To ensure that students in Grades 9–12 who demonstrate academic risk are provided timely, targeted, evidence-based intervention based on identified student needs. The High School Instructional Interventionist will provide direct student intervention, support progress-monitoring processes, and collaborate with school personnel to strengthen the school's Problem-Solving Team/MTSS framework so that students make measurable progress toward academic success, course completion, credit attainment, graduation, and college and career readiness RESPONSIBILITIES: Student Intervention • Provide scheduled, evidence-based academic intervention to individual students and small groups based on identified needs. • Use diagnostic, screening, classroom, and assessment data to identify skill deficits, establish measurable goals, and select appropriate interventions. • Provide intervention in literacy, mathematics, prerequisite course skills, study skills, organization, executive functioning, and other identified academic areas. • Differentiate intervention based on student needs, grade level, and course expectations. • Monitor student progress and use evidence of response to continue, adjust, intensify, fade, or discontinue interventions. • Help students understand their goals, monitor their progress, and take greater ownership of their learning. Problem-Solving Team/MTSS Support • Support implementation of the school’s Problem-Solving Team and MTSS processes. • Review referrals and relevant student data to identify students who may require additional academic support. • Assist in developing intervention goals, plans, progress-monitoring schedules, and criteria for evaluating student response. • Prepare documentation, participate in Problem-Solving Team meetings, and recommend appropriate next steps. • Coordinate intervention efforts with special education, Section 504, English learner, counseling, attendance, graduation-support, and other appropriate personnel. Collaboration and Instructional Support • Collaborate with teachers and other school personnel to identify student needs and recommend appropriate instructional supports. • Communicate relevant intervention goals, strategies, progress, and concerns to teachers, administrators, and parents or guardians. • Participate in professional learning communities, data meetings, faculty meetings, and other meetings related to assigned responsibilities. • Serve as a resource to faculty regarding evidence-based interventions, progress monitoring, student data, differentiation, and instructional supports. • As determined by student needs, school priorities, and the master schedule, the High School Instructional Interventionist may be assigned designated periods to provide instructional support and non-evaluative instructional coaching to teachers. Such support may include collaborative planning, data analysis, modeling, co-teaching, differentiation, intervention strategies, and assistance with identified instructional needs. Professional and Organizational Responsibilities • Maintain accurate, organized, current, and confidential intervention records in accordance with applicable laws, policies, and procedures. • Assist with assessment and data-review processes; participate in required professional learning; maintain professional relationships and regular attendance; follow all applicable policies and ethical standards; and perform other related duties assigned by the principal. TERMS OF EMPLOYMENT: 187-day (9-month) contract. Salary according to appropriate current schedule. EVALUATION: Performance of this job will be evaluated in accordance with provisions of Board policy, the applicable teacher evaluation process, achievement of position responsibilities, and program fidelity expectations. SALARY: Appropriate placement on current salary schedule.