Interventionist, MTSS Academics/Social-Emotional Learning | Part-Time 50%

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:

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 individually or 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 and/or behavioral intervention plans in ECATS or other identified intervention documentation management system(s).
• 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.
• Serves in a leadership capacity with administrators and other designee(s) on the Intervention Support Team (IST) for identifying and determining appropriate interventions for students who need tier 3 intensive supports.
• Works with building teams to assist in the implementation of school-wide behavior supports.
• Communicates to parents regarding the students' progress and offer 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 the North Carolina Standard Course of Study.
• 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., ECATS, Word, Excel, PowerPoint, Outlook, Teams, Zoom, Canvas, iReady, Powerschool, Performance Matters and any other software used in conjunction with curriculum).
• 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.

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

Pay Grade - Certified Schedules
PHYSICAL WORK DEMANDS:

PHYSICAL

ACTIVITY

FREQUENCY

C - Constant

F - Frequent

O - Occasional

I - Infrequent

NR - Not Required

PHYSICAL

ACTIVITY

FREQUENCY

C - Constant

F - Frequent

O - Occasional

I - Infrequent

NR - Not Required

Climbing/Balancing
O
Lifting/Carrying
O up to 20 lbs.
Crawling/Kneeling
O
Grasping/Twisting
F
Walking
F
Reaching
F
Running
I
Pushing/Pulling
O
Standing
F
Fingering/Typing
C
Sitting
F
Driving
O requires driving car between sites
Bending/Stooping

Others:

In compliance with Federal Law, Winston-Salem/Forsyth County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age, or disability.

When applying, please make sure to include all prior experience in your application.

Please provide at least two references. One must be the current or most recent supervisor and the other a previous supervisor.