2026

Alabaster City Schools•Alley, MO

1d•Onsite

About The Position

To ensure that students in Grades 9–12 who demonstrate academic risk are provided timely, targeted, evidence-based intervention based on identified student needs. The High School Instructional Interventionist will provide direct student intervention, support progress-monitoring processes, and collaborate with school personnel to strengthen the school's Problem-Solving Team/MTSS framework so that students make measurable progress toward academic success, course completion, credit attainment, graduation, and college and career readiness.

Requirements

A valid Alabama Professional Educator Certificate in an appropriate instructional area.
A bachelor's degree from an accredited institution.
A minimum of three years of successful teaching experience, preferably at the secondary level.
Knowledge of evidence-based academic interventions, diagnostic assessment, progress monitoring, data-based decision-making, and Multi-Tiered Systems of Support/Problem-Solving Team processes.
Knowledge of instructional practices and interventions appropriate for students in Grades 9–12, including strategies related to literacy, mathematics, learning strategies, organization, study skills, and other academic needs.
Experience analyzing multiple sources of student data and using findings to plan, implement, monitor, and adjust instruction and intervention.
Ability to establish positive and productive working relationships with students, families, teachers, administrators, and other school and district personnel.
Effective communication, collaboration, organizational, and recordkeeping skills.
Proficiency in technology used for instruction, assessment, data analysis, progress monitoring, and student documentation.
Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.

Responsibilities

Provide scheduled, evidence-based academic intervention to individual students and small groups based on identified needs.
Use diagnostic, screening, classroom, and assessment data to identify skill deficits, establish measurable goals, and select appropriate interventions.
Provide intervention in literacy, mathematics, prerequisite course skills, study skills, organization, executive functioning, and other identified academic areas.
Differentiate intervention based on student needs, grade level, and course expectations.
Monitor student progress and use evidence of response to continue, adjust, intensify, fade, or discontinue interventions.
Help students understand their goals, monitor their progress, and take greater ownership of their learning.
Support implementation of the school’s Problem-Solving Team and MTSS processes.
Review referrals and relevant student data to identify students who may require additional academic support.
Assist in developing intervention goals, plans, progress-monitoring schedules, and criteria for evaluating student response.
Prepare documentation, participate in Problem-Solving Team meetings, and recommend appropriate next steps.
Coordinate intervention efforts with special education, Section 504, English learner, counseling, attendance, graduation-support, and other appropriate personnel.
Collaborate with teachers and other school personnel to identify student needs and recommend appropriate instructional supports.
Communicate relevant intervention goals, strategies, progress, and concerns to teachers, administrators, and parents or guardians.
Participate in professional learning communities, data meetings, faculty meetings, and other meetings related to assigned responsibilities.
Serve as a resource to faculty regarding evidence-based interventions, progress monitoring, student data, differentiation, and instructional supports.
As determined by student needs, school priorities, and the master schedule, the High School Instructional Interventionist may be assigned designated periods to provide instructional support and non-evaluative instructional coaching to teachers. Such support may include collaborative planning, data analysis, modeling, co-teaching, differentiation, intervention strategies, and assistance with identified instructional needs.
Maintain accurate, organized, current, and confidential intervention records in accordance with applicable laws, policies, and procedures.
Assist with assessment and data-review processes; participate in required professional learning; maintain professional relationships and regular attendance; follow all applicable policies and ethical standards; and perform other related duties assigned by the principal.