Elementary Academic Intervention Teacher - Vacancy ID: 258084

JOB TITLE:                          Elementary Academic Intervention Teacher

CLASSIFICATION:  Professional Staff

JOB OBJECTIVE: The Academic Support Teacher provides Tier III, small group, targeted skills-based instruction to students who need intervention and/or enrichment for students who demonstrate learning beyond the grade level essential learning outcomes.  This position will work collaboratively with classroom teachers and building leaders to support our mission statement of meeting the needs of “every student, every day.”

REPORTS TO:  Building Principal and District Administrator

PRIMARY DUTIES:           

Core Competencies:

• Facilitate deeply engaging student-centered learning for students

• Demonstrate a keen ability to create, collect, and analyze authentic data

• Be a strong community builder and team collaborator

• Model and foster a growth mindset with agency, persistence, and flexibility

• Be a collaborative and responsible professional leader

 Essential Role Responsibilities:

• Design and implement small group instruction and cycles of intervention/support for elementary students that utilize research-based interventions and instructional strategies aligned with the Response to Intervention (RtI) model for students who have identified learning gaps.

• Support individual student needs through differentiation and intervention, including some push-in support for individual or small groups of students, moving through multiple tiers of intervention to “layer on” supports for students who need them:

◦ Tier 3 Intervention– Monitor and report on growth for students who are demonstrating deficits in skills and confer with the Student Services Team to complete a recommendation for an individualized support plan for students.  

• Work with classroom teachers to identify and track students needing intervention.

• Lead the design and implementation of reading and/or math intervention at the elementary level.

• Support implementation of reading and math screeners and progress monitoring tools to ensure student placement in skill-based instructional groups.

• Collect and analyze multiple forms of assessment data to track student growth in reading and mathematics.

• Keep a record of interventions and extensions to students’ work to inform ongoing assessment of student progress toward standards. 

• Regularly communicate with families, school administration, and other faculty on student progress toward goals.

Qualifications:

• Bachelor's Degree required; Master’s Degree preferred

• Appropriate Wisconsin DPI Licensure required. 316 or 317 license required for reading intervention.

• Deep knowledge of Reading Foundational Skills Standards and Mathematic Standards, and Practices.

• Training in an Act 20-approved Science of Reading instructional program preferred.

This position description is illustrative and does not necessarily specify all tasks and duties of this position.  The District reserves the right to change this position description as needed.

Platteville School District is an equal opportunity employer and does not unlawfully discriminate in employment on the basis of disability or any other protected status; hiring and employment decisions are based on an individual’s ability to perform the essential functions of the position. The District provides reasonable accommodations to qualified applicants and employees with disabilities to ensure equal access to employment and workplace benefits, unless doing so would cause undue hardship, and requests for accommodation should be made in writing through District procedures. Questions, requests, or complaints related to disability accommodations or ADA/Section 504 compliance may be directed to the District’s ADA Coordinator, Dr. Maxwell Long (phone: 608-342-4000 Ext 1001  email: mlong@platteville.k12.wi.us).