URBANA SCHOOL DISTRICT #116

 

TITLE:  Intensive Intervention Teacher 

 

LOCATION: Yankee Ridge Multilingual Elementary School (0.5 English speaking) and Dr. Preston Williams (0.5) 

 

SUPERVISOR: Building Principal and/or Assistant Principal

 

JOB SUMMARY:  The Intensive Interventionist is a specialized assignment whose primary purpose is to improve academic achievement for all students who have been identified as needing Tier 3 support. This position is a support for Tier 3 instruction in the Multi-Tiered System of Support (MTSS) model. The Intensive Interventionist will provide direct intensive intervention and progress monitoring for individual students or small groups in the classroom or a pull-out setting utilizing research-based interventions/materials in the core curricular areas of language arts and math. They will be responsible for implementing effective intervention strategies and specialized supports to meet the needs of students requiring more support beyond the core or Tier 1 instruction.  Tier 3 Intensive Interventionists will collaborate with classroom/core teachers, Tier One Intensive Teachers, Special Education Teachers, and building MTSS teams in regard to student support. 

 

ESSENTIAL FUNCTIONS:  To perform this job successfully, an individual must be able to perform each essential function at a level of proficiency. The successful Tier 3 Intensive Intervention Teacher:

• Designs effective intervention lessons to accelerate student learning and provide direct instruction to students. 
• Coordinates and facilitates the implementation of academic interventions for students identified through an MTSS/problem-solving process as needing intense instructional support to meet literacy and math standards.
• Delivers research-based strategies and techniques to support students individually or in small groups in the classroom or pull-out setting.
• Uses data to identify students for intervention support.
• Collects pre/post-intervention and progress monitoring data for all assigned students and adjusts intervention plans as needed. 
• Develops, documents, and maintains ongoing intervention plans for all assigned students.
• Manages a student intervention caseload based on intervention and progress monitoring cycles
• Uses a wide range of instructional strategies and techniques to guide the learning process to meet the needs of a diverse student population.
• Considers equitable resources and equitable instructional practices to meet the needs of a diverse student population.
• Collaboratively creates a classroom environment and small group lessons that are culturally relevant and conducive to learning utilizing non-traditional methods appropriate to the student's maturity and interests.
• Communicates and works closely with the general classroom teachers while assisting in developing each student’s intervention program. 
• Co-teach lessons as needed, visit classrooms and provide feedback when identified as needed through the MTSS/Problem-solving process. 
• Assess the accomplishments of students in a variety of ways on a regular basis and provide progress reports as required. 
• Supports and participates in the administration of benchmark and local assessments
• Participates in training and professional growth opportunities to enhance the ability to perform the job's essential functions.

• Utilize current technology to enhance student learning.

• Participates in the Multi-Tiered Systems of Support (MTSS) process with the principal, classroom teacher, Tier One Intensive Teachers, Curriculum Implementation teachers, Special Education teachers, support staff, and parents as requested. 
• Prepares for intervention groups as assigned and shows written evidence of preparation upon request.
• Updates and maintains all necessary records accurately and completely as required by law, district policies, and school regulations.
• Participate in Professional Learning Communities (PLC)
• Participate in grade-level collaboration meetings, Monday grade-level planning, or Wednesday meetings (i.e., UMS or UMS specifically).
• Attends staff meetings and in-service activities as required.
• Serves on district committees as required.
• Maintains professional relationships with students and faculty, follows the teaching profession's ethics, and promotes students' welfare at all times.
• Works cooperatively with all staff, administration, families, and community.
• Responds professionally to conflict.
• Demonstrates punctuality in arrival and departure times from the building, co-taught classes, and meetings. 
• Communicate with families regarding student progress as requested.
• Maintains the confidentiality and privacy of individual students, co-teacher partners, and staff. 
• Informs administrators and appropriate personnel of school-related concerns and difficulties as they arise.

• Perform all other duties and tasks necessary to the position as assigned. 

 

QUALIFICATIONS:

 

EDUCATION

• Bachelor's degree from an accredited college or university with licensure and/or endorsement in at least one of the core teaching areas. 

 

EXPERIENCE 

• Knowledge and previous experience in the development and evaluation of academic interventions
• Previous experience teaching students with learning challenges or those requiring additional support is highly desired.
• Previous experience specializing in intervention or Tier 3 supports is highly desired.
• Previous experience working with diverse student populations
• Minimum of 5 years of successful, proven teaching experience 
• Trained in the use of local district assessments
• Must have strong communication and organizational skills
• Ability to effectively communicate, connect with, and motivate students with intense needs
• Ability to effectively communicate, connect with, and collaborate with adults
• Must have the ability to stay organized and document activities and paperwork in a timely manner

LICENSES/CREDENTIAL:  Valid Professional Educator License, Elementary Education (K-6) or (K-9) endorsement, or Special Education (K-12) endorsement

 

TERMS OF EMPLOYMENT: 

• Salary and Benefit information can be found on the Human Resources webpage.  There are many opportunities for employees to earn additional compensation (stipends, differentials, extra duty pay, etc.) during the regular school year and in the summer.
• This is a position within the collective bargaining unit and is not an administrative position.
• This is an exempt position.
• Student Contact Days and other days stipulated on the work calendar in accordance with the collective bargaining agreement. 

 

START DATE:  School Year 2025-2026

 

EVALUATION: The performance of this job will be evaluated in accordance with provisions of the Board's policy on teacher evaluation and provisions of the negotiated agreement using the district’s evaluation instrument by the Building Principal. 

 

AN EQUAL OPPORTUNITY EMPLOYER

CREATED:  April 2025