TITLE RESPONSE TO INTERVENTION

(RTI)

FACILITATOR QUALIFICATIONS

Valid teacher's license with appropriate endorsement Master's degree preferred Five years of successful classroom experiences preferred Strong written, verbal, presentation, and interpersonal skills Meets health and physical requirements Such alternatives to the qualifications as the Director may find appropriate FLSA exempt

REPORTS TO

Building Level Principal

JOB GOAL

The Response to Intervention (RTI) Facilitator is a teacher who has both content and instructional expertise particularly in reading, writing, and/or math. This person facilitates the district's Response to Intervention and Instruction Framework and small group reading model. The RTI Facilitator focuses on enhancing staff ability to provide intervention that (1) builds student understanding and skills, (2) is academically appropriate, (3) addresses the identified skill deficits for students, and (4) enhances student sense of engagement in and ownership of learning. The RTI Facilitator (1) serves as a member of a building leadership team working to align district and building goals, (2) evaluates student data in support of effective school improvement planning, (3) works collaboratively with other instructional leaders to design and deliver professional development as directed, and (4) participates in professional development and inquiry into his or her own instructional leadership practice.

ESSENTIAL FUNCTIONS

Schedules, organizes and maintains Tier II and Tier III programming Schedules/oversees universal screener testing for all students in the school Interprets universal screener data and conducts monthly RTI2 data team meetings Conducts fidelity monitoring for Tier II and Tier III programming Communicates universal screener and progress monitoring progress to students, teachers, and parents Maintains student intervention records Attends S-Team meetings as part of the referral process Interviews and recommends interventionists Provides professional development for interventionists on effective implementation of intervention strategies Facilitates Professional Learning Communities (PLCs) among teachers and non-certified personnel in which issues related to implementing effective interventions are considered, current research and writing on effective practice is read and discussed, engaging lessons are planned, and student work and data are reviewed to inform instruction for intervention Trains new staff members in small group reading instruction Maintains leveled library Attends district-level and state-level meetings pertaining to the duties of the job Performs other related duties assigned by the Principal

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows: Pushing and/or pulling Climbing and/or balancing Stooping, kneeling, crouching, and/or crawling Reaching, handling Talking Hearing Seeing

TEMPERAMENT

(Personal Traits) Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure Adaptability to accept responsibility for the direction, control, or planning of an activity Adaptability to deal with students Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

Intelligence:

Ability to understand instructions and underlying principles and ability to reason and make judgments

Verbal:

Ability to understand meanings of words and the ideas associated with them

Numerical:

Ability to perform arithmetic operations quickly and accurately

Manual Dexterity:

Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately

Form Perception:

Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.