MTSS-B Intervention Teacher - Waterboro Elementary

REGIONAL SCHOOL UNIT NO. 57 Office of the Superintendent Waterboro, Maine  04087 WATERBORO MTSS-B INTERVENTION TEACHER SY24/25 POSITION SUMMARY: Elementary MTSS-B Intervention Teacher SY24/25   Waterboro Elementary is seeking a full time elementary teacher for MTSS-B Intervention for the 2023-2024 school year.    REPORTS TO: Principal and Assistant Principal   QUALIFICATIONS: Bachelor’s degree in specific area of teaching  Holds appropriate Maine Department of Education Certification (020 or 282) Specific preparation to teach in the appropriate area  Ability to communicate effectively and work cooperatively with students, parents, community and school personnel Special Education experience and background preferred   Job Goal: To deliver exceptional instruction and services to students with tier plans for functional, regulation, and prosocial skills and ensure that all students develop the knowledge, skills, and habits of work and learning to become successful individuals and citizens in the classroom and global community.   Performance Responsibilities:    This position is a teacher position for the CLIMB Program: CLIMB Program Overview Creating Learning Experiences that Foster Innovative and Mindful Behaviors The CLIMB program is a regular education program and is designed for any student with an MTSS-B Tier II or III plan who need support in gaining and improving their ability to exhibit age appropriate self-regulation, executive functioning, and social skills in larger group mainstream settings. The goal of CLIMB is independent student success in the mainstream setting. The program was designed to provide students with behavioral instruction/coaching to promote success in their mainstream classes. Mainstream time includes more structured times (such as academic and specials instruction and lessons) and less structured times (such as lunch/recess and hallway transitions). Some direct CLIMB-based academic instruction may also be included as part of a student’s day if it is determined to be an area of specific frustration and a source of behavioral and emotional dysregulation.     1. Plans a program of study that meets the needs, interests, and abilities of students in an intervention classroom that is conducive to learning and appropriate to the development, maturity, and interest of students   2. Plan and oversee small group instruction, employing instructional methods and materials from evidence-based curricula that are effective for meeting targeted objectives and goals identified on student plans   3. Guides two support staff in providing instruction, coaching, and cueing to students to support emotional regulation, executive functioning, and prosocial skills   4. Uses specific data documentation, tracking, and analysis to assess and evaluate the achievement, growth, and efforts of students on a regular basis and provides feedback as required, reporting out progress in regular meetings   5. Creates and manages tier plans including all components and collaborating with teachers and families to implement the plan, assess and evaluate progress, and make determinations   6. Engages in frequent communication with the family regarding student progress   7. Facilitates family meetings that include the larger educational team which will make decisions based on data to determine future interventions and accommodations needed for adequate student progress and access to the mainstream setting   8. Responds to and provides coaching and cueing during in-the-moment situations with students ensuring student and staff safety   9. Works closely with administration and counselors to identify and respond to larger needs including that of the family.   10. Is a member of the MTSS-B Universal Tiers Team and Advanced Tiers Team and the Social and Emotional Learning Team.   11. Provides interventions and accommodations such as Check-in, Check-Out according to student tier plans   12. Assesses the learning difficulties and skill deficits of students on a regular basis, follows intervention systems and structures, and seeks the assistance of building and district specialists as required    13. Strives to improve professionally as an educator    14. Assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable expectations of classroom behavior and procedures, and maintains order in the classroom in a fair and just manner    15. Attends staff meetings, serves on staff committees, and is an active participant in all applicable Professional Learning Communities    16. Takes all necessary and reasonable precautions to protect the students, equipment, materials, funds, and facilities    17. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations    18. Organizes classes and work so that substitute teachers can function with the minimum loss of learning for students    19. Uses community resources when available    20. Makes provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms    21. Performs such other tasks and assumes such other responsibilities that may be assigned from time to time    Physical Demands:    The physical demands described here are representative of those that must be met by an employee to successfully perform the essential function of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. (June 2015)   The employee is frequently required to sit, stand, climb stairs, lift (ranging from 25-75 lbs depending on student size), bend, pull, push, walk, kneel, crouch, and perform other physical tasks that may be required from time to time.    Terms of Employment: Salary, work year and working conditions to be established by the RSU 57 School Board.    Evaluation: Performance of this job will be evaluated in accordance with provisions of the School Board’s policy on evaluation.    Note: The above job description reflects the general requirements necessary to describe the principal functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.