Interventionist, MTSS Academics/Social-Emotional Learning

Job Title
Interventionist, MTSS Academics/Social-Emotional Learning

District Name
Winston-Salem/Forsyth County Schools

Site/Department Name
North Forsyth High
5705 Shattalon Drive, Winston Salem, North Carolina, 27105

Posted on
Jul 06, 2021,12:01 AM EST

Expiration Date
May 19, 2022,11:59 PM EST

Job Description

Interventionist, MTSS Academics/Social-Emotional Learning

FUNCTIONAL PURPOSE:

The Interventionist, Multi-Tiered Systems of Support (MTSS) position provides a multi-tier system of instruction, assessment, and intervention designed to meet the achievement, behavioral, and social-emotional learning needs of all students. Support is provided to students with the early identification and intervention to ensure success through integrated behavioral, social-emotional learning/academic research based interventions. This position reports to school leadership. MTSS Interventionists should spend 80% of their time with students, and 20% of their time on coordination with school and district staff.

DUTIES AND RESPONSIBILITIES:

ESSENTIAL DUTIES

•Coordinates and facilitates the successful implementation of academic and social-emotional interventions for students at risk of not meeting grade level or end of course standards using a tiered system of support in TSI schools.

•Deploys research based strategies, materials, and techniques to support students in small groups who are experiencing learning difficulties.

•Assists and supports classroom teachers in addressing student learning gaps (specifically student groups that are identified in the TSI designation) using the Multi-Tiered system framework by: developing, documenting, and maintaining ongoing academic plans (Ed learning plans) and/or behavioral intervention plans.

•Provides interventions to students that are progress-monitored through on-going assessments.

•Utilizes multiple service delivery methods and research-based interventions.

•Maintains progress monitoring data.

•Identifies students to receive MTSS support and the results of the interventions provided.

•Assists the principals or designee with the intervention support team process for identifying students who need tier 3 intensive supports.

•Works with building teams to support the implementation of Positive Behavior Intervention Support (PBIS).

•Communicates to parents regarding the students' progress as well as strategies parents can use in the home.

•Meets regularly with school and district teams when appropriate about the MTSS practices and expectations.

•Performs related duties as assigned.

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:

•Knowledge of current research on academic, behavioral, and social-emotional interventions.

•Knowledge of content areas.

•Knowledge of the Strategic Plan, the Framework for Teaching and Learning, and how they pertain to academic intervention strategies, and support services in helping all children succeed.

•Knowledge of and ability to articulate and achieve alignment around the goals, objectives, and outcomes for the MTSS program.

•Ability to work collaboratively within and across departments.

•Ability to work independently and to contribute as a team member.

•Ability to value diversity.

•Ability to analyze data and modify approaches accordingly.

•Ability to develop programs to meet the diverse needs of children.

•Proficiency in the use of software (i.e., Word, Excel, PowerPoint, and Access).

•Excellent written and verbal skills.

•Effective consultation and coaching skills.

•Proficiency with developing and conducting workshops for school personnel.

•Skill in utilizing data for aid in decision making.

•Effective interpersonal skills to build trusting relationships among stakeholders to support the implementation of a MTSS model.

•Attention to detail.

•Strong organizational skills.

Job Qualification

Pay Grade Certified Teacher Schedule

EDUCATION AND EXPERIENCE REQUIREMENTS:

•Minimum: Bachelor's Degree in General, Special Education, and/or ESL with licensure in Math and/or Reading, or a teaching license that would ensure the skill set for teaching math and/or reading.

•Desirable: Reading Research to Classroom Practice and/or Foundations of Mathematics can be added for those who need the skill set for teaching math and/or reading. This can be attained after hire of position.

•Minimum: One year of experience in academic, behavioral, and/or social-emotional interventions

•Desirable: Three years of experience in academic and/or social-emotional interventions

CERTIFICATION AND LICENSURE REQUIREMENTS:

•Licensure from NCDPI in general, special education and/or with licensure in Math and/or reading, or a teaching license that would ensure the skill set for teaching math and/or reading