Under the direction of the assigned principals and the director of the Department of Special Education, the CEIS Intervention Resource Teacher will provide support, training and required assistance to successfully implement the PGCPS Response to Intervention (RtI) program in assigned elementary schools.  The CEIS Intervention Resource Teacher will support and deliver Tier 1, 2 & 3 interventions and collaborate with the principals, teachers and paraprofessionals to monitor the effective implementation of the RtI program and provide recommendations for adjustment, if necessary.   

 

Attends and actively participates in Collaborative and School Instruction Team (SIT) meetings and provides input regarding the implementation of instructional/behavioral interventions;

Provides support and models effective strategies to implement Tier 1 & 2 interventions in the classroom;

Provides instruction to selected students requiring supplementary intervention programs in assigned elementary schools;

Encourages schools to utilize data to make sound decisions for students and to differentiate instruction;

Consults with teachers, parents and students, advising on strategies and activities that may be used to enhance a student's academic skills;

Assists in the scheduling and assignment of students to reading and math intervention groups;

Provides modeling and strategies for optimum teaching delivery and student results;

Confers with students, teachers and parents regarding the Response to Intervention (RtI) progress;

Attends professional meetings and participates in teacher-parent or teacher-student conferences, as necessary;

Provides ongoing professional development and consistent support for the implementation of the RtI program and Tier 1, 2, & 3 interventions;

Collects data and provides feedback to teachers, principals and the Department of Special Education on the fidelity of the implementation of RtI and focused intervention programs;

Writes reports, maintains required records and follows required procedures and practices; and

Performs other duties as assigned.

 

 

 

Five (5) years of successful teaching experiences at the elementary level;

Knowledge and experience in implementing of the RtI model, which integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems;

In-depth knowledge of reading and mathematical processes, instruction, assessment, Tier 1, 2, & 3 interventions, goals and objectives of the elementary reading and mathematics curriculum, and current educational trends;

Good knowledge and understanding of the teaching/learning process;

Ability to work effectively with administrators, colleagues, central office staff, students, parents and community; and

Excellent written and oral communication skills.

 

 

 

Bachelor's degree (Master's Degree preferred) in applicable field of education from a regionally accredited college or university.

 

 

 

A Professional Certificate (Advanced Professional Certificate preferred) appropriate to area of assignment issued by the Maryland State Department of Education.

 

 

No direct supervisory responsibilities.



The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.




The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.




None.