Academic Response to Intervention, Garfield ES (0828)(26-27SY)

K-5 Academic Response to Intervention Facilitator (ARTIF) - Literacy Intervention TSA Salary Range: $83,278-$137,945/annually Length of Appointment: 2026-2027 School Year Calendar: Part Time, Limited Term

DESCRIPTION

The Academic Response to Intervention (RTI) Facilitator supports school sites and students to meet SFUSD Strategic Goal #1, “Access and Equity,” and to ensure students have the habits, skills, and dispositions necessary for 21st century success by building the capacity of school staff to monitor progress and provide targeted, intensive instruction designed to accelerate learning for designated groups of students. The Academic RTI Facilitator provides direct Literacy intervention services to identified students based on universal screeners and assessment data. ARTIFs support classroom teachers with data analysis and literacy interventions and provide direct services to students by delivering SFUSD Tier 2 adopted research-based Literacy interventions. Academic Response to Intervention Facilitators will have an opportunity to receive training and professional development in the use and integration of appropriate instructional materials and assessments in order to effectively deliver Literacy intervention to designated students.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The full-time Academic Response to Intervention Facilitator is responsible for the fulfillment of the essential duties set forth below: Deliver and Demonstrate Rigorous Literacy Intervention to Targeted Groups of Students Provide research based literacy intervention instruction to targeted groups of students. Student identification will be based on assessment data and reading profiles. Develop and deliver instruction using culturally and linguistically responsive pedagogy and assessment that incorporates effective student engagement strategies Ensure instruction is equally effective for students across all ethnicities, language backgrounds, and genders Actively participate in student performance data analysis and academic progress monitoring Implement literacy intervention in order to accelerate students’ reading progress Administer, Analyze and Report Progress Data for Identified Students Administer monthly running records as well as phonological assessments three times per year Keep records of student progress and update formative assessment data reports each month, including instructional reading levels and phonological assessments for identified students Create indicators for intervention and criteria for Tier 2 & Tier 3, schedules, exit criteria, and communication with parents and teachers Assist with collecting data from instructional assessments to identify academic areas of strength and needed growth or support Facilitate monthly RTI meetings to review student data and progress f. Participate in Student Support Team and IEP meetings as appropriate Professional Growth and Development Attend and participate in monthly district-wide ARTIF meetings and professional learning opportunities Attend all faculty meetings and participate in all school-sponsored and identified district-level professional development activities Actively collaborate with school-based instructional coaches and grade level teams, especially around student academic progress; seek guidance and provide feedback to site administrative team, ILT, and School Support Team Proactively communicate with parents regarding student progress towards identified learning goals and academic interventions implemented c. Present research-based instructional approaches and collaborate with teachers to determine strategies appropriate for the specific needs of the learners Assist teachers in developing and implementing differentiated instruction and/or classroom-based interventions Minimum Qualifications Possession of a valid California Teaching Credential in the appropriate content area as required by the California Education Code, Section 44860 and English Learner certificate (CLAD or BCLAD) as required by Board Policy Certification as “Highly Qualified” per the Elementary Secondary Education Act of 2001 (ESEA) At least five years of classroom teaching experience with demonstrated effectiveness in the subject matter, use of standards-based curriculum, instruction, and assessment Legal authorization to work in the U.S.

DESIRED QUALIFICATIONS

Strong literacy intervention background and experience in accelerating students reading progress and one or more of the following: Reading Specialist Credential; Reading Certificate; MA in Teaching Reading or related degree; National Board Certification: Literacy: Reading – Language Arts. Professional record of enriching students’ academics through highly engaging and effective instruction Experience in teacher leadership role preferred (e.g., team leader, grade level chairperson, instructional coach) Training and experience with implementing successful RTI models in diverse schools Experience in working with diverse student populations; familiarity with providing effective accommodations or designing lessons that incorporate Universal Design for Learning principles Cultural and linguistic competence both in relating with diverse students and families, as well as culturally and linguistically responsive pedagogical practices (e.g., instruction that develops the academic language of Standard English Learners) Expertise in serving English learners and students with special needs Ability to model for other teachers in developing their skills in differentiation and accelerating student learning Knowledge of and experience with specific programs, practices and strategies aimed at accelerating the learning of historically underserved students Bilingual/biliterate in Spanish or Cantonese (for some sites) Facility with technology or other new media that will contribute to schools’ effective organization (e.g., proficiency with Excel), including the ability to quickly learn user-friendly district data systems (i.e., Illuminate), or blended-learning models of instruction for students Experience with and/or training in school improvement/reform processes (e.g., cycle of inquiry) Propensity for fostering a school culture of high expectations and confidence in student success Revised March 2022 #J-18808-Ljbffr SAN-Francisco-Unified-School-Distric