SUMMARY: We are seeking a dedicated and compassionate Response to Intervention (RTI) Teacher to join our team. The ideal candidate will be responsible for helping to identify, support and monitor students eligible for interventions through a multi-tiered systems of support. This role requires a proactive individual who can respond to behavior calls, coordinate counseling groups (w/ SEL Interventions & Clinical Counselors), develop behavior plans, provide individual and small group Tier II and Tier III interventions, and provide support and coaching for Tier 1 classroom interventions.
Salary: $43,350.73 - $81,769.12 (SY25/26)
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Meet with teachers to help organize academic and behavior intervention groups.
- Conduct Tier I observations with teachers to help implement and maintain classroom management strategies, and effective academic interventions at Tier I.
- Schedule and facilitate student support meetings.
- Manage the school-based data management collection and reporting.
- Respond to calls to support teachers and implement behavioral plans to maintain consistency.
- Develop and implement individualized behavior and re-entry plans for students.
- Collect, analyze and track behavior/academic interventions.
- Work closely with administration to ensure cohesive support for students and families.
- Work closely with assigned grade level staff to ensure cohesive support for students and families.
QUALIFICATIONS:
- Bachelor’s degree or higher and 3+ years teaching experience in an educational setting. Valid Teaching Certificate.
- Experience working with children in an educational setting, preferably in a K-6 environment.
- Strong organizational and data management skills.
- Deep knowledge of research based interventions and progress monitoring tools.
- Demonstrate an ability to work effectively and collaboratively with diverse students, staff and community populations.
- Strong interpersonal skills and oral/written communication skills.
- Demonstrates understanding of Multi-Tiered Systems of Support and evidence-based interventions at each Tier.
- Maintain the integrity of confidential information relating to students and families.
LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish strong, positive rapport with students, school staff, and parents. Ability to speak clearly and concisely in written or oral communication.
PHYSICAL DEMANDS: The physical demands described here 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 regularly required to talk or hear. The employee is occasionally required to stand; walk; sit; and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include peripheral vision.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to loud. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out put of students.
Lewiston Public Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.