HMPN0363117-0000
2026-01-05T00:00:00
2025-12-04T00:00:00
2025 - 2026 SCHOOL YEAR VACANCIESMulti-Tiered System of Supports (MTSS) DepartmentPOSITIONS: (2) MTSS INTERVENTIONIST TEACHERS (TIER 2/3) LOCATION: Districtwide REPORTS TO: The Director of MTSS QUALIFICATIONS: - Early Childhood and Childhood Special Education Certifications- Special Education and/or ENL Certification is preferred, however, not required- In-depth knowledge of data collection, analysis, and progress monitoring- Interventionist experience is a plus- Knowledge of small group academic intervention and strategies- Ability to establish and maintain collaborative working relationships with all stakeholders- Knowledge of MTSS PRIMARY RESPONSIBILITIES: Assist in gathering and analyzing data to identify scholars needing academic interventions, in grades 1-6.Provide intensive, individualized support for students needing intervention: small group, flexible group, 1:1, using district-approved programs and interventions.Conduct diagnostic assessments to determine intervention and curriculum-based measures to monitor progress.Maintain academic progress through detailed data collection and analysis of students' performance using a wide variety of metrics.Use student data to reflect on the effectiveness of intervention and determine the need for modifications and adaptations.Collaborate and provide resources and strategies for teachers and parents to support learning in the classroom and at home.Provide ongoing and timely feedback on student’s progress toward meeting expectations and achievement goals.As needed, attend MTSS grade-level data and individual success student meetings to provide updates on students’ responses to evidence-based interventions.As needed, push in to provide direct curriculum and instruction support services and feedback to teachers, including effective strategies and intervention for students identified as needing Tier 2 and Tier 3.Attend professional development opportunities on evidence-based intervention.Develop criteria for successful response based on current target students' level (i.e., rate, accuracy, or other measure).Design intervention by selecting a target and developing a SMART goal for closing the gap toward meeting grade-level standards.Maintain attendance and intervention records.Develop a phase-out plan or recommendations for special education referral.As needed, Travel from school to school based on need and data. COMPENSATION: Contractual – (Pursuant to No.12 of the HCTA MOA dated 5/25/22) Funding Source – Title I CLOSING DATE: December 4, 2025
Teacher
Hempstead UFSD
Long Island
Fixed