Elementary Interventionist (LTS)

Independent School District 196•Rosemount, MN

22h•Onsite

About The Position

The Elementary Interventionist has a pivotal role in supporting elementary school students who require targeted assistance and ensuring that all students receive personalized and effective interventions. This is a 1.0 FTE (LTS) position, anticipated to begin at the start of the 2026-27 school year and continue until the end of the school year. The application deadline is August 17, 2026, at 4:00 p.m. Interested candidates, both internal and external, should apply online at www.district196.org.

Requirements

Current Minnesota teaching license (elementary, special education, reading, or English Language Development)
Knowledge of evidence-based literacy practices
Knowledge and experience implementing Tier 1, Tier 2, and Tier 3 behavioral supports (e.g., PBIS, MTSS, trauma-informed practices) to promote student regulation and academic success
Ability to analyze academic and behavioral data and adjust instruction and supports accordingly
Strong knowledge of Minnesota English-Language Arts Standards
Excellent problem-solving skills
Strong interpersonal, organizational, and communication skills
Strong collaboration skills with staff, families, and support teams
Commitment to fostering a positive, inclusive, and well-regulated learning environment
Commitment to equity and culturally responsive teaching

Nice To Haves

Training or certification in structured literacy
Experience in structured literacy instruction and intervention

Responsibilities

Utilize data to identify students with literacy challenges and/or potential behavioral or regulatory needs impacting learning.
Analyze academic and behavioral data to develop personalized intervention and support plans in collaboration with student support teams and classroom teachers.
Maintain detailed records of student progress, intervention strategies, and behavioral supports.
Use data to evaluate the effectiveness of literacy interventions and behavioral supports across tiers.
Collaborate with colleagues to analyze school-level academic and behavioral data, identify trends, and determine areas for improvement and intervention needs.
Implement evidence-based structured literacy interventions tailored to the needs of individual students.
Provide explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension.
Conduct small-group intervention sessions to address specific literacy needs.
Integrate strategies that support student engagement, self-regulation, and positive behavior during instruction.
Problem-solve with colleagues and district intervention specialists to make responsive instructional and behavioral decisions to meet student needs.
Collaborate with teachers to align intervention strategies with classroom instruction and Tier 1 supports.
Communicate regularly with teachers, administrators, and families to share academic progress and effective academic and behavioral support strategies.
Serve as a member of the school's BAT team and SAT teams.
Partner with families and caregivers to extend literacy and behavioral support beyond the school setting.
Support implementation of Tier 1 universal practices that promote positive behavior, engagement, and classroom regulation.
Provide Tier 2 targeted supports for students needing additional behavioral or self-regulation strategies.
Assist in designing and implementing Tier 3 individualized behavior intervention plans in collaboration with specialists and support teams.
Model and coach staff on effective classroom management, behavior support strategies, and co-regulation practices.
Promote trauma-informed, culturally responsive, and relationship-centered practices to support student well-being and learning readiness.
Stay current with research and best practices in structured literacy instruction and behavior support frameworks (e.g., MTSS, PBIS).
Participate in professional development opportunities to enhance skills in literacy instruction, intervention, and student behavior support.
Share knowledge and support staff development in both literacy and behavior best practices.