POSITION SUMMARY:

The ARI-funded Interventionist ensures students reach grade-level reading proficiency by third grade through targeted, dyslexia-specific interventions based on diagnostic data. They collaborate with classroom teachers, reading specialists, and administrators to align reading strategies and support the development of Student Reading Improvement Plans (SRIP). By delivering structured, multi-sensory language instruction in small groups, they focus on students identified with reading deficits. Daily intervention, ongoing assessment, and progress monitoring drive instructional adjustments to meet individual student needs. Effective communication, collaboration, and data-driven instruction are essential for fostering student growth and ensuring reading success.

QUALIFICATIONS:

• Professional certificate in Early Childhood (P-3), Elementary Education (K-6) or Special Education Collaborative (K-6)
• A master’s degree and mastery status in LETRS early childhood and/or LETRS K-12
• Minimum three years of successful teaching experience teaching grades P-5
• 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
• Fingerprint clearance with the Alabama State Department of Education prior to the start date

REQUIRED SKILLS AND COMPETENCIES:

• Ability to follow both oral and written directions and instructions. Ability to communicate clearly, orally, and in writing.
• Ability to effectively present information to others and respond to students, parents, and staff. Ability to maintain the confidentiality of student matters. Ability to effectively manage time and responsibilities. Ability to be professional in appearance, attitude, and demeanor. Ability to be punctual and comply with a precise work schedule. Ability to stand, walk, and run to emergencies.
• Ability to establish and maintain cooperative and effective working relationships with others. Advanced understanding and knowledge of current technology. Strong knowledge base in the science of learning to read and the science of early childhood education

PHYSICAL REQUIREMENTS:

While performing the duties of this job, the employee may be required to sit for extended periods of time. The employee must also talk, hear, stand, and walk. The employee may be required to use their hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and the ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions

• Fully participate in all scheduled Multisensory Language Education (MSLE) training sessions associated with CALT training, which may include in-state travel and participate in the administration of universal reading screeners to all students
• 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) and/or a Response to Intervention (RtI) plans when appropriate
• Utilize the Dyslexia Screening and Needs Assessment Profile to administer reading assessments that will identify students with the characteristics of dyslexia and administer additional diagnostic academic assessments to identify areas of need and strengths
• Based on qualitative and quantitative data, identify students needing dyslexia-specific intervention and provide prescriptive, systematic, multi-sensory language instruction in small groups, four to five days a week for 45-60 minutes, following the IMSLEC curriculum
• Begin intervention classes by the third full week of September, ensuring they are held at least four days per week, and complete a minimum of 130 instructional days by the second full week of May
• Collaborate with reading teachers and specialists to align strategies, monitor progress, and maintain parent communication
• Provide secondary support to classroom teachers in Structured Literacy by assisting with data analysis, lesson planning, and implementing routines, while the local reading specialist serves as the primary resource
• Collaborate with administration and Literacy Specialists to schedule students without missing Tier 1 instruction or social time. Monitor student progress, record it in Unified Insight, and adjust instruction based on classroom and intervention data.
• 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. The funding for this would be through your Summer Reading Camp allocation.
• 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 teacher, at a minimum, have been trained in dyslexia awareness.
• Perform other duties as assigned by administrators