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- Essential Functions
- 1. Provides intensive instruction in mathematics to at-risk students in a one-on-one or small group setting.
2. Identifies students who are at-risk of not meeting grade level mathematics proficiency by analyzing data
- from identified state and district formative and summative assessments, classroom grades, and Measures of Academic
- Progress (MAP), and other identified mathematics curricula based learning objectives.
- 3. Coordinates with school Principal to develop a schedule of one-on-one or small group mathematics support, based upon analysis of current data, for identified at-risk students.
- 4. Works closely with identified at-risk students’ mathematics teacher to coordinate intervention program efforts that align with regular classroom instructional focuses to promote student success.
- 5. Monitors and maintains accurate data and anecdotal records on student progress towards mathematics achievement goals. Articulates the students’ response or progress to intervention of at-risk students weekly through a progress monitoring data base system.
- 6. Performs other duties as assigned.
Minimum Qualifications
Education: Bachelor's degree from an accredited college or university.
Experience: Three years of continuous teaching experience in mathematics. Experience working with at-risk students.
Certifications & Licenses: Florida Department of Education Certification in Elementary Education K-6 for Elementary interventionist; Math 5-9 or 6-12 for Secondary interventionist.
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- Knowledge, Skills & Abilities
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- Strong working knowledge of district approved instructional materials for mathematics instruction and intervention
- Strong working knowledge of foundational mathematics assessments including FAIR, district mathematics Interim Benchmarks, and other national norm referenced mathematics assessments
- Strong working knowledge of second language acquisition and oral language development
- Strong working knowledge of tools and district applications used to access student data
- Thorough knowledge of the MAFS and CCSS Mathematics Foundational Standards
- Working knowledge of multiple literacy assessment tools and diagnostic procedures
- Strong skills in teaching multiple levels and across diverse populations including ethnically and racially diverse students; students living in poverty; disabled students; and students whose primary language is not English
- Strong skills in providing intensive and immediate reading intervention strategies
- Strong word processing, spreadsheet, and presentation software skills
- Strong oral, written, and interpersonal communication skills
- Strong analytical skills
- Strong collaboration skills
- Ability to make a long term commitment to life-long learning and professional development in best practices
- Ability to demonstrate, model and coach effective research-based literacy instructional strategies to students in multiple instructional settings (i.e., one to one; small group; and or pullout)
- Ability to collect, analyze and utilize multiple types of data to improve student learning