GENERAL RESPONSIBILITIES:

Provide individual or group support to students as outlined by the building principal; work with educators to determine the academic intervention needs of the students and create a plan of intervention; establish targeted means of assessing students, determine methods for dealing with academic issues, and --most important---monitor Bottom 25% - low-performing students, "Bubble" students, and Proficient to Advanced students, on an on-going basis, as to whether these methods are resulting in increased student learning and achievement; demonstrates prompt and regular attendance. PRIMARY DUTIES

• Report to Building Principal on Academic Intervention Updates in compliance with School Goals.
• Facilitate data analysis and provide training to the Teacher Support Team (TST) and teachers on the Multi-Tiered Systems of Support (MTSS) procedures.
• Conduct interventions and provide documentation, on probes, TST referrals, weekly progress monitoring, etc.
• Schedule weekly meetings with teachers and/or principal to provide an updated status on student achievement.
• Train and Support members of intervention team, if applicable.
• State or District-wide tests and/or weekly monitoring of progress.
• School-wide formative assessments.
• Receive teacher referrals via Multi-Tiered Support Systems and/or Teacher Support Teams (TST) and act accordingly with regard to that student's academic needs.

PROGRESS MONITORING

• Use on-going assessments to determine student progress.  This includes, running records, fluency rates, writing, math assessments and other content informal tests.
• Provide information on the reading levels and skills attained (October, January, March & June).
• Weekly meetings to collaborate with team members and discuss student progress and share best practices.
• Provide student progress/documentation to parents.

TEACHER COLLABORATION

• Work in continuous communication with the classroom teacher.
• Participate in planning sessions with teachers.
• Discuss individual student's progress, concerns and attendance matters with teachers.
• Provide continuous on-going support and communication on all academic intervention students with teachers.

COLLABORATION WITH OTHER SCHOOL PERSONNEL

• Communicate with school counselors, outside entities to provide support as needed for student success.
• Develop an outreach calendar to assist (as needed) these entities.

OTHER SKILLS & ABILITIES

• Exhibit qualities of leadership and organizational ability, as well as reflect a spirit of cooperation in working with staff and school administration.
• Ability to establish and maintain effective working relationships with students, staff and the community.
• Ability to communicate clearly and concisely both in oral and written form.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.

• Any other duties as assigned by Superintendent.