Academic Literacy Interventionist

Thank you for your interest in working with Rome City Schools.

We look forward to receiving your application.

The purpose of the posting is to direct you to the Rome City Schools system website for current job postings and application information.

Please go the web addresses listed in the following paragraph.

Please refer to https://www.rcs.rome.ga.us/ for additional information about our school system and https://romecs.tedk12.com/hire/index.aspx for a listing of current vacancies and instructions for completing an electronic employment application.

Perhaps there is no other career that provides more challenge and personal satisfaction than working with students. If you are interested in accepting the challenge and being a part of an exemplary team in a dynamic school system dedicated to our employees, students, and community then Rome City Schools is the place for you.

https://romecs.tedk12.com/hire/index.aspx

Contact Information

Name: Buffi Murphy

Email: bmurphy@rcs.rome.ga.us

Website: www.rcs.rome.ga.us

Address: 508 East Second Street Rome, Ga. 30161

POSITION TITLE: Academic Literacy Interventionist

DEPARTMENT: Curriculum & Instruction

WORK DAYS: 190 Days

REPORTS TO: Principal and Administration

JOB SUMMARY: The Academic Interventionist is responsible for providing direct individualized intervention services to

students; co-leading the school problem-solving team; collaborating to plan and lead staff development; and guiding building

assessment practices. The Interventionist provides individual or small-group instruction to students who are struggling

academically. This position is also responsible for monitoring, reporting, and communicating student progress and

performance. Interventionists will also participate and collaborate with other district level instructional professionals, administrators,parents, and other district personnel concerning student needs, issues and district learning initiatives.

Major Responsibilities

• Provide direct individualized intervention services to Tier 2 and 3 students using district-approved curriculum; services may rotate across schools and district
• Observe and evaluate student’s performance and development while providing feedback to encourage student growth
• Uses research-based literacy intervention strategies to support students
• Consult frequently with classroom teachers on matters relating to literacy instruction using the district’s progress- monitoring instrument as a base
• Participate in district-provided professional development related to best practice in content areas, assessment, and MTSS/RTI, serves as the building level MTSS coordinator
• Identifies students needing Tier 2 and 3 support
• Collaborates with co-facilitators to guide behavioral and academic interventions, monitor student data and ensure teacher support
• Provides data driven strategies that address equitable practices for improving student experiences and achievement
• Facilitates a RTI framework for literacy that supports differentiated instruction, closes the achievement gap and ensures high levels of learning for all students
• Collaborates with the SPED team in referring students for evaluation
• Implement evidence-based academic interventions in literacy and/or behavior
• Analyze district-wide and school level data to determine plans for intervention support
• Assist staff to analyze student achievement trend data (universal screeners, diagnostic assessments, progress monitoring tools, and state tests) in order to personalize instruction
• Managing student caseload and updating progress monitoring data utilizing the MTSS portal
• Performs other duties as assigned by administrator
  
  

Qualifications

Education/Certification:

• Educational Level: Bachelor Degree
• Must possess a valid Georgia Teacher’s Certificate
• Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable
  
  

Experience

• At least three years of experience in elementary and/or secondary K–12 education
• Demonstrated written and verbal communication skills, as well as speaking and presentation skills
  
  

Skills, Knowledge, Abilities

• Must be able to read, analyze, and interpret information relevant to the position, including being able to speak effectively to small and large groups of people, and to communicate clearly and concisely both orally and in writing.
• Must be able to articulate the vision and mission for the district and provide appropriate direction, guidance, and management skills to achieve them.
• The position requires exercising confidentiality in handling district information.
• Demonstrate skill in working with students from diverse cultural, economic, and ability backgrounds.
• Knowledge of reading and math intervention programs such as word processing, spreadsheets, and presentations; must be able to use email.
  
  

The Board of Education and the Superintendent may accept alternatives to some of the above requirements.