(1/2/2008)
Full Time Position (Pre-K through 12 th Grade)
Minimum Certification Required: State of Illinois Teaching Certificate
__________ Community Unit School District #5 has established a reputation for excellence in the education of children residing within the district’s boundaries.
Local and state organizations as well as many families and community members have taken notice of the positive impact our research-driven programs have on children’s outcomes and their later academic achievement. Due to growth and our desire to positively impact more children and families, we are seeking a
Response-to-Intervention Coordinator who is committed to carrying out our mission and driven to continue Manteno's successes as we build for the future.
The District’s mission is to provide all students with a safe environment for quality life-long educational experiences. These experiences shall nurture one's academic, social, emotional and physical needs, enabling all to be productive members of society. We believe that all children are capable of attaining high academic standards, but that some struggle mastering the basic skills that are prerequisite for later academic success.
The District believes it is important to ensure that children attain the language, literacy, mathematical, and behavioral skills they need to transition successfully through the District’s curriculum. In using a response to intervention instructional model, ____________ CUSD #5 strives to provide more substantial and targeted support to children with the greatest needs.
____________ RTI model of problem solving has three tiers: tier one is
____________ high quality instructional program for all students; tier two is targeted interventions for children who are not making typical or expected progress; and tier three is individualized specialist support, typically through special education. The RTI Coordinator supports the three tier model of progressive interventions for language, literacy, mathematics and positive behaviors.
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Position Description: The Response-to-Intervention Coordinator
Tier 1 - Ensures a high-quality classroom experience for all children (universal level)
 Uses data from environmental and instructional quality assessments to identify areas of strength and opportunity
 Works with teachers and instructional staff to create a print-rich and engaging physical environment for children.
 Works with teachers and instructional staff in establishing and supporting positive classroom climates using a PBIS model.
 Helps teachers and instructional staff develop research-based, instructional practices that support the development of children’s language, early literacy, and mathematical background knowledge and concept development.
 Uses data to help teachers plan whole group and small group instruction.
 Uses coaching tools effectively (quality indicators, videos, coaching forms, and modeling.)
Tier 2 - Supports teachers in developing and implementing secondary interventions
 Uses data to help teachers identify and group children who need additional supports.
 Helps teachers develop and implement classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social/emotional and cognitive skills.
 Supports teachers in documenting children’s progress.
 Facilitates the Student Support Team (SST) process with the principal, support staff, parents, and instructional staff.
 Uses instructional and behavioral support tools (Tier 2 Planning form, SST forms, functional behavior assessment and behavior management plans) effectively.
Tier 3 - Coordinates individualized and tertiary support
 Works with the Director of Special Education, Building Administrators, School
Psychologists, Director of Curriculum and Assessment, and Transition
Coordinator to facilitate eligibility for special education.
 Implement PBIS Tier 3 techniques.
 Support special education staff in the implementation of research-based best practices.
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District and building level support
 Partners with the principal on the general operations of the school
 Ability to develop and articulate vision and goals
 Ability to create and implement systems for program administration, including referral methods, data collection and storage
 Oversees data collection and progress monitoring at every tier
 Provide training and technical assistance at every tier
 Create a resource and intervention portal
 Responsible for writing and implementing the District’s RtI plan
 Responsible for supporting intervention software
 Coordinates the District’s PBIS program
 Communicates effectively with students, staff, and community
 Demonstrates sensitivity to teachers’ individual differences and cultural backgrounds
 Allocates time and resources effectively
 Respects confidentiality
 Supports instructional staff’s engagement in professional development workshops including oneself
Skills and/or experiences required:
 Advanced proficiency with Microsoft Excel is required
 Experience with the Skyward Student Management system is desired
 Familiarity with the ISBE IWAS reporting systems is a plus
 Familiarity with PBIS, RtI, and all Illinois Learning Standards
Qualifications: Candidates must have a bachelor’s degree (master’s degree preferred) in early childhood education, elementary education, reading and math, special education, school psychology or a closely related field and three or more years of successful professional teaching experience teaching. Candidates must have experience in helping children develop literacy skills or beginning reading. Candidates must also demonstrate a deep understanding of scientifically based reading research, reading development in young children, and developmentally appropriate instruction for children. Candidates must demonstrate the leadership experience, organizational skills, and communication abilities to effectively coach and support teachers and their instructional teams.
Reports to: Director of Curriculum and Assessment
Responsible for: RtI Paraprofessional
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