Early Intervention Program
Academic Intervention Specialist
Principal’s Agreement
2014-2015
The Early Intervention Program is designed to support the District K-12 Comprehensive Research-Based
Plan.
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Prevent the cycle of academic failure
Reduce the over identification of students with disabilities
Provide intensive reading intervention to all identified students
Coordinate the school-based early intervention program
Promote parent involvement
In support of the Early Intervention Program, I agree to support an academic intervention specialist in
my school in the following ways:
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I will ensure that the academic intervention specialist attends required trainings as scheduled by
the Director of Federal Programs.
I will form, or continue, a Reading Leadership Team. The purpose of this team is to create
capacity of reading knowledge within the school building. The principal, academic intervention
specialist, reading coach, mentor reading teachers, and other principal appointees will serve in
this role. The team will meet quarterly to review and analyze assessment results to determine
school areas of need. Information from these meetings will be reported in the first quarterly
report.
I will schedule the academic intervention specialist to provide direct instruction for at-risk
students a minimum of 60 minutes per regularly scheduled school day, 2 small groups per day
and a maximum of 180 minutes per regularly scheduled school day, 6 small groups per day.
I will include the academic intervention specialist as part of the school’s data team. The
academic intervention specialist will receive data analysis training with the team.
I will adjust school schedules to allow time for K-5 teachers to meet during the contracted
school day in grade level groups for staff development, data analysis, and program monitoring
with the school academic intervention specialist.
I, the academic intervention specialist, and reading coach (where available) will collaborate to
address student, school, and teacher needs in grades K-5.
I will introduce specialists to the faculty during pre-planning and discuss the role of the specialist
and its impact on the staff.
I will ensure academic intervention specialists will promote the early intervention program and
parent involvement by protecting the time of specialists.
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I will support staff development provided by the specialist and district staff focusing on the
essential components of reading instruction for K-5 students and attend such training whenever
possible.
I will adhere to the Just Read, Florida! K-12 Comprehensive Research-Based Reading Plan.
I recognize that the academic intervention specialist’s primary role in the school is that of
support for improvement in K-5 reading. The academic intervention specialist should not be
given administrative responsibility or be engaged in evaluation of teacher performance. The
academic intervention specialist should not be used as a substitute.
The academic intervention specialist should be assigned minimal duties requiring supervision of
children.
I agree to support the Early Intervention Program at my school in all of the previous ways.
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Signature of Principal
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Date
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School
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