AIS (Academic Intervention Specialist) Grades K-5

Location
New York, NY, US
Salary
Competitive
Posted
Mar 11, 2019
Ref
4232658002
Grade Level
Elementary School
At Harlem Link, we align our practice and use our relationships to help students achieve world-class scholarship and build good character. Our four pillars are Engaging Academics, Effective Management, Positive Community and Developmental Awareness, and we form our classroom communities with emotionally responsive practices in place. Teachers at Harlem Link are outcome-oriented, hardworking and receptive to feedback, putting in the time necessary to ensure scholars meet the school's high expectation for learning. To accomplish all this, it's necessary for teachers to work in highly collaborative teams and have a great deal of professional responsibility within the school's curriculum and lesson planning framework. Academic Intervention Specialists are supervised and evaluated by Harlem Link's Director of Inclusive Learning and Supports.
 
Academic Intervention
 
Key Outcome : Students in the tier process have the supports they need to access the curriculum and catch up to their peers academically and socially; classroom teachers and other team members have resources and tools to support successful Tier I and Tier II work in the service of their needs as well.
 
Key responsibilities :
             
  • Uphold Harlem Link's vision of inclusive education, modeling for other school community members in words and actions;
  • Implement Harlem Link's Title-I funded Targeted Assistance Program;
    • Assist in identifying children for RTI services;
    • Work with classroom teachers to create classroom-based Tier II intervention plans they will teach to individuals and small groups 2-5 days per week, and support teachers in providing these supports to their students;
    • Provide Tier III intensive small group instruction in ELA or Math to students who do not make adequate progress with Tier II interventions in heir classrooms;
    • Create goals and objectives with teachers for Tier II and Tier III interventions and maintain appropriate documentation for each on Infinite Campus RTI trackers;
    • Use a data driven approach to determine progress and next steps.
  • Provide increased daily instructional time in English Language Arts and/or Mathematics by pushing in to classrooms and working with students during the balanced literacy block, or pulling out students throughout the day for one-to-one or small group support. For example,
    • Teach targeted students for a portion of each day in group or one-on-one sessions that are separate from the activities of non-targeted students;
    • Regularly assess targeted students formally and informally;
    • Provide direct and guided instruction as informed by assessment data in math, phonics, reading and writing strategies to targeted students; and
    • Reinforce strategies used in the general instruction program, focusing on gaps identified through analysis of student assessment data.
  • Collaborate with classroom teachers for seamless curriculum implementation that allows for students to transfer their learning from RTI lessons back to their classroom work.
  • For reading and working progress goals use and implement the Fountas and Pinnell  Leveled Literacy Intervention kits.  

Leadership and Staff Collaboration
 
Key Outcome : Our entire staff participates in building norms that create a powerful and positive learning environment, and we exemplify them together.
 
Key responsibilities :
  • Beginning and end of day:
    • Arrive in time to be prepared for picking up students at 8:15 am and begin the instructional day;
    • Assist with dismissal on a daily basis until approximately 3:40 pm.
  • Participate actively in the school's established professional development structures, including sharing best practices with colleagues;
  • Provide professional development and coaching to staff as necessary and appropriate to ensure that all staff have capacity with providing access to all students
  • Be the change and actively engage with our staff to support our kids when needs surface;
  • Prepare for weekly grade team planning meetings and participate in shared planning;
  • Use some preparation periods and other available times to meet with:
    • Teachers and Student Support Team (SST) members for official student progress progress check ins for any students formally in the RTI program;
    • Teachers and SST members for regular student progress meetings about all students to analyze student data related to classroom instruction, attendance, RTI goals, ELL status, IEP goals and Social Emotional Learning;
    • Instructional consultants or coaches based on individual or classroom needs.
Qualifications
New York State Certified in elementary grades
Experience as a classroom teacher ideal
Proven results closing the opportunity gap for learners
Ability to collaborate with faculty and administrators
Training in Orton Gillingham Reading ideal
Training in Responsive Classroom ideal
Belief that all children can succeed and you are the change for them (Effica

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