PRIMARY FUNCTION: This position is responsible for providing specialized assistance to schools with the Kindergarten to 12^th grade Response to Intervention (RTI) and MTSS process dealing with the areas of academics, behavior, and communication.

 

REPORTS TO: Principal

SALARY SCHEDULE:  Teacher

WORK DAYS:  190

 

Education:

 

REQUIRED:  Bachelor’s degree from an accredited college or university

 

PREFERRED: Master’s degree from an accredited college or university

 

 

Experience, Skill and Certification:

 

REQUIRED: 

• Valid Georgia Professional Certification
• At least three years of successful experience within an educational environment
• Demonstrated experience in the RTI process
• Effective oral and written communication skills
• Knowledge in professional development strategies and group presentation skills
• Knowledge of standards-based instruction, effective teaching strategies, and effective behavior management skills
• Demonstrable skill with evidence-based interventions for academics, behavior, and communication

 

DUTIES AND RESPONSIBILITIES: 

1. Works in conjunction with a Program Manager to provide school support for effective implementation of the district RTI plan and processes.
2. Identifies evidence and research-based interventions for academics, behavior, and communication.
3. Assists school RTI committees to identify an appropriate plan to implement the RTI process effectively.
4. Works with school RTI teams to complete a needs assessment using data.
5. Uses exemplary planning, organization, leadership, communication, and interpersonal skills to manage multiple students, parents, and other resources.
6. Ability to create and implement systems for program administration, including referral methods, data collection and storage.
7. Create a resource and intervention portal and supporting intervention software.
8. Monitor weekly RTI school data and communicate progress to district officials.
9. Provide training to new and veteran teachers and school administrators on building and sustaining effective RTI teams.
10. Oversees data collection and progress monitoring at every tier and provide training and technical assistance at every tier.
11. Demonstrate extensive knowledge of district academic Tier One initiatives.

12. Performs other Title I duties as necessary for the effectiveness of the organization.

Terms of Employment

Incumbents will receive an annual contract. The work calendar will be 190 days. Salary will be determined based on level of certification and allowable experience. This position is funded through Title I programs and is contingent on availability of funds.  Revised 04/22

 

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

  

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section.  Check the box that is applicable for this position and complete any necessary information.

 

[  ] OFFICE  Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.

 

[ X ] CLASSROOM  Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.

 

 EXCEPTIONAL  PHYSICAL  OR  SENSORY DEMANDS

(Check any that apply to this job and complete the required information)

[  ]  Heavy lifting of up to             pounds.

[  ]  Frequent climbing up to         _ feet, and/or working on building roofs.

[  ]  Exposure to heavy dust, dirt, chemical or paint fumes, or other airborne matter.

[  ] Exposure to extreme heat, electric current, hazardous chemicals or other

      potential hazards. 

[  ] Sitting or standing for extended periods with no control over rest periods.

[X] Other: Incumbents must have valid driver’s license and reliable personal transportation due to frequent travel between school locations.