Intervention Specialist

Primary Purpose Provide intervention support to students who have met the At‑Risk criteria and who have academic deficits in the area of English Language Arts & Reading and mathematics. The Comp Ed Intervention Specialists may be expected to support Texas Essential Knowledge and Skills (TEKS) internalization, model effective co‑teaching practices, and translate data into actionable strategies to reduce the number of at‑risk students. Qualifications Education/Certification: Bachelor's degree from accredited university Master's degree, preferred Valid Texas teaching certificate Special Knowledge/Skills: A comprehensive understanding and working knowledge of curriculum, RTI intervention for academic and behavior, at‑risk education, instructional technology, and Tier 1 highly effective teaching strategies Demonstrated competency in the instruction of reading Strong data analysis skill set, as well as strong organizational, communication, public relations and interpersonal skills Ability to provide campus level staff development Experience: Three (3) years teaching experience in English Language Arts & Reading, mathematics, and/or Special Education Major Responsibilities and Duties Works closely with other campus personnel to identify at‑risk students and ensure RTI is provided to students who need additional academic support. Create personalized plans for RTI and provide recommendations for students who are identified for 504 or Special Education. Support the special academic needs of Tier 3 students who demonstrate English Language Arts & Reading and Mathematics deficiencies by providing direct remedial instruction, guided practice, and computer‑assisted instruction with individual students and/or in small groups. Coordinate students' learning needs with classroom teachers. Implement instructional strategies to support key concepts. Provide differentiated instruction to meet individual learning needs. Track student progress and provide reports as requested. Attend required district and campus training including eSTAR, professional book studies, and PLCs. Collaborate and provide professional development to staff on the RTI process and support teachers on how to create effective intervention plans, identify strategies for success and progress monitor. Responsible for eSTAR training/campus support. Attends student support meetings, as needed (i.e. RTI, 504, Special Education meetings). Work as part of the campus team. Communicate with teachers, support personnel and administrators. Be accountable to the campus administrator. Perform other functions that may be assigned by the Administrator. Supervisory Responsibilities None Mental Demands / Physical Demands / Environmental Factors Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds) Environment: Frequent districtwide travel; occasional statewide travel Mental Demands: Work with frequent interruptions; maintain emotional control under stress #J-18808-Ljbffr