Multilingual Interventionist 26-27 SY

ESC Region 11•White Settlement, TX

12h•Onsite

About The Position

For the 26-27 School Year, the Multilingual Interventionist (MLI) will operate under the guidance of the Principal to support the academic and language development of Emergent Bilingual (EB) students. This role involves assisting campus leadership in enhancing English Language Development (ELD) instruction and interventions. The MLI will provide targeted small-group instruction and individualized intervention, manage state and district multilingual assessment and compliance, and collaborate with educators, administrators, and families to ensure equitable access and academic success for multilingual learners.

Requirements

Bachelor’s degree from an accredited institution.
Valid Texas Teacher Certification with ESL certification required.
Experience teaching Emergent Bilingual students and implementing ELD strategies.
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.
Ability to write routine reports and correspondence.
Ability to speak effectively before groups of constituents or employees of organization.
Ability and/or willingness to learn to use and understand Microsoft Office for spreadsheets, letters and other written communications in order to effectively communicate information with employees, administration and the Board.
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
Ability to deal with problems involving several concrete variables in standardized situations.

Nice To Haves

Bilingual certification in elementary.
Experience with LPAC, TELPAS, and multilingual program compliance strongly preferred.

Responsibilities

Provide daily targeted small group instruction for Emergent Bilingual students, including newcomers, aligned to language proficiency levels and the linguistic demands of Tier 1 instruction, using research-based, language-rich strategies.
Collaborate with classroom teachers to plan, co-teach (when strategically cohorted), and implement effective ELD and sheltered instruction strategies, particularly within reading language arts and other priority content areas.
Monitor student progress using TELPAS and classroom data to adjust groupings, instructional focus, and supports to improve language proficiency outcomes.
Support the implementation of Tier I, II, and III language development supports, ensuring intervention remains supplemental and aligned to core instruction.
Provide targeted support within general education settings (push-in or co-teaching) to reinforce grade-level content through appropriate language scaffolds and structured supports.
Serve as the Language Proficiency Assessment Committee (LPAC) Chair, facilitating LPAC meetings, documenting decisions, and ensuring compliance with state and federal guidelines.
Ensure accurate multilingual assessment, placement, monitoring, and reclassification processes for EB students, including documentation and parent communication.
Serve as the campus TELPAS testing coordinator, ensuring proper training, administration, and submission of TELPAS and TELPAS Alternate.
Ensure assessment accommodations align with and are provided according to approved student plans.
Maintain accurate assessment, LPAC, and program documentation for Emergent Bilingual students.
Request and maintain files (permanent records, agendas) to provide a clear audit trail for state and federal compliance.
Support campus administration with testing timelines, procedures, and audit readiness.
Analyze multiple data sources (TELPAS, STAAR/EOC, benchmarks, screeners, and classroom assessments) to identify instructional needs for Emergent Bilingual students.
Use data to plan, target, and adjust small-group instruction and interventions for language development and academic growth.
Collaborate closely with the Special Education team to support students who are dually identified as Emergent Bilingual (EB) and Special Education (SPED).
Monitor student progress regularly and maintain documentation to guide instructional decisions and LPAC processes.
Support teachers and campus teams in interpreting language and academic data and applying it to instruction and accommodations.
Participate in campus data meetings and instructional planning to ensure EB student needs are addressed.
Track performance trends across grade levels, teachers, students, and special populations to inform campus priorities.
Provide job-embedded professional learning and coaching for teachers related to ELD, sheltered instruction, linguistic accommodations, and classroom best practices.
Participate in campus leadership teams, data meetings, and professional learning communities to support multilingual learners.
Communicate with families of Emergent Bilingual students to share progress, instructional supports, and available resources.
Support school events and learning opportunities that foster a welcoming, culturally responsive environment for families of multilingual learners.
Participates in campus extracurricular activities, district/school committees, and other opportunities to develop a positive school community.
Understands and complies with all district policies, procedures, and expectations, as articulated in the faculty handbook or as communicated by administration.
Performs all other duties as assigned by the Vice Principal, Principal, and Director of Student Services.