RESPONSE TO INSTRUCTION/INTERVENTION (Rtl2) TEACHER, MULTIPLE SITES BASIC FUNCTION

Under direction of Educational Services, facilitates and coordinates the implementation of the Response to Instruction/Intervention Rtl2 •      The Rtl2 Teacher will implement  strategies and instructional  routines through a lesson design model that  will ensure all children can achieve.   The Rtl2 teacher will provide instructional support to teachers directly aligned to the California ELA/ELD Frameworks.  The primary role of the Rtl2 teacher will include, but will not be limited to the implementation of tiered interventions for students who do not master grade level standards. Overall, the job of the Rtl 2 teacher is to build the capacity of the school and teachers to meet the learning needs of all students specifically at-risk, ELand special education.    The goal is  to  ensure  that  all  teachers acquire  the  understanding, skills and application of best practices to create the following outcomes:

1.    Enhance the professional growth  of staff in the instructional practices for all students that is linked to student achievement, especially in primary grades in the area of Reading Foundation Standards

2.   Add instructional  value and growth  for  teachers and students  I Raise the  level of  student

achievement as defined by mastery of the California Common Core State Standards in ELA and

ELD

3.   Help students learn essential reading and math skills that will contribute  to their development as mature, able and responsible men and women.

DISTINGUISHING  CHARACTERISTICS

This position classification requires expertise in the field of reading/language arts, mathematics, and English language development.                  Direct  experience  implementing   elements  in  the   Response to Instruction/Intervention (Rtl2 )  model is required to perform the duties and tasks required.  Classroom teaching in these areas is required to perform Rtl2 analyses using widely prescribed lesson design models and evidenced-and-research-based practices.   The Rtl2  Teacher works with  the Classroom Teachers, Grade Level Representatives, Resource Teachers, Instructional Coaches, the Principal and the Student Study Team to create learning environments where they will facilitate teacher study groups and analyze student work and develop lesson designs for the enhancement of teaching strategies and instructional routines.  The Rtl2 Teacher spends the majority  of the time working in classrooms with teachers (e.g. modeling, observing and co-teaching) and especially in starting  out  small group  rotations.   The Rtl2

Teacher plays a critical  role  in the  utilization  of student screening and progress monitoring  data to impact instructional decision-making (e.g. Collaborative Academic Support Meetings (CAST)).  The focus of the Rtl2 Teacher is to  help teachers learn to use and apply student data that  will have a positive impact on student achievement.

This position classification performs light work that involves sitting a portion  of the time, but requires walking and standing for extended periods and may occasionally require moving or lifting up to fifty (50) pounds. This position requires accurate perceiving of sound, near and far vision, depth perception, the

ability to provide oral information and direction, and the handling and transporting of instructional and assessment materials and objects.

Reasonable accommodation may be made to enable a person with a disability to perform  the essential functions of the job.

ESSENTIAL DUTIES

•    Implements the Response to Instruction/Intervention model for increasing student growth and achievement

•    Implements and monitors various assessments that impact instruction; including but not limited to universal screening, summative, progress monitoring and diagnostic data such as DIBELS Next

•    Assists teachers in collecting and using local, district and state data to drive instruction

•    Supports the principal about making data decisions about instruction

•              Establishes and maintains  open  communication  and uses effective  communication  skills to present information accurately and clearly

•    Works with  instructional  coaches to develop clear criteria  for placing student in intervention programs  and  monitors  effectiveness  of  those  programs, making  adjustments  to  increase student growth and overall effectiveness

•    Assist in creating positive school climate

•    Assist in developing small group interventions and differentiated groups based on student data

•    Assist with  the  full  implementation  of  state  standards  and  district   adopted  instructional materials

•    Attend professional training on content and teaching procedures

•    Serve as a member of the school's Instructional Leadership Team

•    Assists  general   education   and  special  education   teachers  with   teaching  and   learning strategies/routines  that  promote  vocabulary development, comprehension  and writing  in all subject areas

•    Assists and  support  the  role  of  the  para-professional  in  the  Rtl2   model  for  instructional

interventions, strategies and routines

QUALIFICATIONS

Knowledge of:

Best practices, trends, goals and  objectives  of  high  quality  reading, mathematics,  and/or  English language development instruction;

1.    K-3 Reading Expert or Evidence and Research-based Reading Expert

2.   Training in assessments, data analysis, and evidence and research-based interventions, practices and strategies.

3.   Experience in the following areas:

•    Using assessment results to guide instruction

•    Working with general education and special education students

•    Teaching At-Risk, English Learner and Low SES student populations

•    Differentiating instruction

•    Maintaining excellent classroom management