Top 4 Reading interventionist Jobs in Birmingham Al

Minor Community - ARI Interventionist (ALSDE Grant Funded)
Alabama State Department of Education —Birmingham, AL
- $49,523 - $95,624 a year
- School experience
- Classroom
- Computer literacy
Gifted Educator/Academic Interventionist
Alabama State Department of Education —Bessemer, AL
- School experience
- Classroom
- Ability to walk for extended periods
ARI Reading Specialist (10 Month)
Alabama State Department of Education —Bessemer, AL
- Online Application
- School experience
- Classroom
- Teaching Certification
ARI INTERVENTION TEACHER - Hayes K-8
Alabama State Department of Education —Birmingham, AL
- $49,080 - $93,876 a year
- Full-time
- Background check
- School experience
- Computer literacy

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Gifted Educator/Academic Interventionist
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Analyze classroom, benchmark, diagnostic, and state assessment data to identify students requiring enrichment or intervention.

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Minor Community - ARI Interventionist (ALSDE Grant Funded)

Alabama State Department of Education -
Birmingham, AL

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Job Details

$49,523 - $95,624 a year

Qualifications

School experience
Quantitative analysis for student progress evaluation
Teacher collaboration
Professional development facilitation in schools
Teacher training
Computer literacy
Teacher mentoring for professional development
Teaching Certification
Parent collaboration
Small group instruction
Master's degree
Working with students
Team training
Computers (educational technologies)
Parent communication in school administration
Computer skills
Teaching reading in special education
Elementary school teaching experience
Classroom behavior management
Experience working with elementary school students
Professional development training
Group tutoring

Full Job Description

Job Title – ARI Interventionist (ALSDE Grant Funded)

Supervisor: Director of Elementary Curriculum, Instruction and Support

Job Goal:

To provide intensive, targeted intervention to K-3 students at assigned school.

Minimum Qualifications:

The required Alabama Professional Educator Certificate in Early Childhood, Elementary Education or Special Education Collaborative.

A master’s degree and Mastery Status in LETRS Early Childhood and/or LETRS K-12.

Minimum three years of successful teaching of reading or content areas and good classroom management.

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.

Duties and Responsibilities: To ensure that all students are reading on or above grade level by the end of third grade, the job of the ARI-funded interventionist will include the following as evidence by student reading achievement and growth:

Demonstrates support for the school system and its vision, goals and priorities.

Fully participate in all scheduled Multisensory Language Education (MSLE) training sessions associated with CALT training, which may include in-state travel.

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 according to the ALA and PST Manual.

Utilize the Dyslexia Screening and Needs Assessment Profile to administer reading assessments that will identify students with the characteristics of dyslexia.

Administer additional diagnostic academic skills assessments to identify areas of need and strengths, if needed.

Depending on data, both qualitative (retention and consistent deficiency data) and quantitative, discern which students need dyslexia-specific intervention.

Deliver prescriptive, explicit, systematic, structured, multi-sensory language instruction to students requiring dyslexia-specific intervention for a minimum of four out of five days per week in a small group setting of four to six students for the time prescribed by the IMSLEC curriculum which is 45 to 60 minutes daily.

Begin teaching intervention classes a minimum of four days per week no later than the third full week of September and continue through the second full week of May.

Teach all classes/groups a minimum of 130 days per year.

Collaborate with the classroom reading teacher and/or local reading specialist to ensure consistency in the use of reading strategies utilized during intervention and in the classroom, to keep abreast of classroom progress monitoring, and to ensure effective communication with the parent.

Serve as a secondary resource to classroom teachers by providing support and instruction in Structured Literacy through analyzing data, lesson protocols, planning, and the implementation of routines and procedures. The local reading specialist serves as the primary resource.

Collaborate with administration and others on scheduling of students, preferably prior to the beginning of the year and the building of classes. Students should not miss Tier 1 classroom literacy instruction or social time to receive intervention.

Collaborate with Local and Regional Literacy Specialists when requested and appropriate.

Stay abreast monitoring, according to the program being administered, the reading progress of current students receiving dyslexia-specific intervention. This progress should be indicated in Unified Insight as an “intervention” that aligns to the student’s Student Reading Improvement Plan (SRIP).

Make recommendations for the potential adjustment of instruction according to student-specific needs identified from progress monitoring both classroom and intervention program specific.

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 teachers, at a minimum, have been trained in dyslexia awareness.

Offer to serve as a teacher to support summer learning efforts.

Required Knowledge, Skills, and Abilities:

Advanced knowledge of and compliance with the Alabama Literacy Act in order to effectively interpret policy, procedures, and student data such as diagnostic test results and state assessments.

Growth minded and willing to engage in high-level professional learning leading to CALT certification.

Engage students in small-group instruction for several sessions a day in order to attain the 700 required clinical teaching hours that are required in CALT certification.

Strong organizational, communication, and interpersonal skills in order to collaborate effectively with other teachers, administrators, and parents.

Ability to transition with the district, campus, and/or department changes.

Ability to facilitate schoolwide professional development in the area of dyslexia awareness to assist parents and teachers. Until trained, the interventionist may need to schedule a dyslexia awareness training led by ARI Regional Literacy Specialists.

Ability to communicate effectively with and receive guidance from supervisors and coaching from the local reading specialist and/or regional literacy specialist.

Ability to manage multiple priorities effectively.

Strong computer skills to implement multiple and diverse programs in person or online and to analyze data.

Training or experience in a variety of effective reading intervention programs and/or strategies that would support students with the characteristics of dyslexia, a dyslexia diagnosis, and all struggling readers.

Serve in partnership with the local reading specialist as literacy leaders for your school.

Terms of Employment: As established by the Board and applicable state law. This is a grant-funded position.

Evaluation: Performance will be evaluated in accordance with the Board’s policy on evaluation of personnel.

This job description describes the general nature and level of work performed by employees assigned to this position. It is not intended to be an exhaustive list of all job goals, qualifications, and responsibilities and the employee may be required to perform other related duties as assigned. The Jefferson County Board of Education reserves the right to amend the job description as needed.

Approved: September 26, 2024
Page 3 of 3
Jefferson County School System
ARI Interventionist (ALSDE Grant Funded)

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Refine Your Search

reading interventionist jobs in birmingham al

Minor Community - ARI Interventionist (ALSDE Grant Funded)

Gifted Educator/Academic Interventionist

ARI Reading Specialist (10 Month)

ARI INTERVENTION TEACHER - Hayes K-8

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