What are the responsibilities and job description for the Instructional Interventionist - Reading (CALT or CALT in training) - CVES - Apply 2/5/2025 - 6/13/2025 position at Alabaster City Schools?
Multiple Positions
ALABASTER CITY SCHOOLS
JOB DESCRIPTION
JOB TITLE: Instructional Interventionist - Reading (CALT or CALT in training)
JOB GOAL: To ensure that students are provided intensive, targeted literacy instruction based on student need, prioritizing students in Grades 2-3
RESPONSIBLE TO: School Principal
QUALIFICATIONS:
An ACS instructional interventionist shall have all the following minimum qualifications:
1. The required Alabama Professional Educator Certificate (Early Childhood, Elementary, or Special Education Collaborative).
2. Master's degree and Mastery Status in LETRS professional development or comparable alternative
3. Minimum three years of successful teaching of reading or content areas and good classroom management.
4. Experience providing intensive, targeted intervention utilizing an approved dyslexia-specific intervention program (from the current or previous ALSDE-approved lists) as a classroom teacher, special education teacher, English Learner, or reading intervention teacher.
DUTIES AND RESPONSIBILITIES:
To ensure that all students are reading on or above grade level by the end of third grade, the job of the interventionist will include the following as evidenced by student reading achievement and growth:
1. Fully participate in all scheduled Multisensory Language Education (MSLE) training sessions associated with CALT training, which may include in-state travel.
2. Participate in the administration of universal reading screeners to all students.
3. Participate on the Problem-Solving Team (PST) for students identified by the universal screener as having a reading deficit. Assist in developing Student Reading Improvement Plans (SRIP) when appropriate according to the ALA and PST Manual.
4. Utilize the Dyslexia Screening and Needs Assessment Profile to help identify students with the characteristics of dyslexia. Administer additional diagnostic academic skills assessments to identify areas of need and strengths, if needed.
5. Deliver prescriptive, explicit, systematic, structured, multi-sensory language instruction to students requiring dyslexia-specific intervention.
6. Collaborate with the classroom reading teacher and/or local reading specialist to ensure consistency in the use of reading strategies utilized during intervention and in the classroom, to keep abreast of classroom progress monitoring, and to ensure effective communication with the parent.
7. Stay abreast monitoring, according to the program being administered, the reading progress of current students receiving dyslexia-specific intervention. This progress should be indicated in Unified Insight as an “intervention” that aligns to the student’s Student Reading Improvement Plan (SRIP).
8. Make recommendations for the potential adjustment of instruction according to student-specific needs identified from progress monitoring both classroom and intervention program specific.
9. Agree to serve as a teacher for summer reading camp providing reading intervention to students, assisting in collecting reading data, and working to communicate data to ARI.
10. Collaborate with Local and Regional Literacy Specialist when requested and appropriate.
11. Work to support the administrator in ensuring all K-3 teachers utilizing an intervention program have training in their approved Dyslexia Specific Intervention Program and all K-3 teachers, at a minimum, have been trained in dyslexia awareness.
TERM OF EMPLOYMENT: Nine Months
SALARY RANGE: Appropriate placement on current salary schedule
EVALUATION: Performance will be evaluated in accordance with the provision of Board policy, intervention and program effectiveness, and program fidelity checks
