Elementary Academic Interventionist

Description:
1.0 FTE

Effective Date of Employment:
Beginning of the 2026-27 school year

Application Deadlines:
May 1 2026 ï½ 4:00 p.m.

Application Procedures:
Internal and External Candidates: Apply on-line at
Job Summary: 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.

Qualifications:

• Current Minnesota teaching license (elementary special education reading or English Language Development)
• Minimum of three years teaching experience
• Training or certification in structured literacy (preferred)
• Experience in structured literacy instruction and intervention (preferred)
• 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

Responsibilities:
Assessment Data Collection and Analysis:

• 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

Structured Literacy Instruction / Intervention:

• 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 schools BAT team and SAT teams
• Partner with families and caregivers to extend literacy and behavioral support beyond the school setting

Behavioral Support

• 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

Professional Development:

• 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

Responsible To:
Building Principal

Compensation / Benefits:
According to contractual agreement.

If benefit eligible benefits are available to new employees effective the first day of active employment. Benefits include medical insurance dental insurance life insurance long term disability insurance sick-leave state pension plan tax-deferred retirement savings account and flexible spending account. Some employee groups also receive vacation holidays or personal leave. Benefit information is available at Employee Benefits - Rosemount-Apple Valley-Eagan ISD 196

Our team of dedicated educators is committed to the mission ofEducating developing and inspiring our students for lifelong success.Our core values are student-centered based in empathy and integrity to support the wellbeing of the whole person and learning with high expectations for all. Our culture of collaboration fosters an environment of inclusivity engagement and belonging for all students and inspires a love of learning for all ages. Our vision is to provide the experiences that our students families and employees desire by developing the whole student and honoring diverse needs and cultures; engaging students with opportunities in academics arts and athletics (Triple A philosophy) and living our mission to prepare students for lifelong success.

District 196 is a Minnesota public school district of choice serving more than 29000 students and 160000 residents in the cities of Rosemount Apple Valley Eagan Burnsville Coates Empire Inver Grove Heights and Lakeville and Vermillion Township. District 196 is the third largest school district in Minnesota and among the largest employers in Dakota County with more than 4000 full- and part-time employees. District 196 has been named to Forbes list of Americas Best-in-State Employers multiple times based on a survey asking employees to rate their employers and how likely they would be to recommend them to others.

District 196 has 20 elementary schools (grades K-5); six middle schools (grades 6-8); four high schools (grades 9-12); an optional School of Environmental Studies for juniors and seniors; an Area Learning Center high school program; a K-12 special education school and a special education program serving young adults ages 18-22. The district also operates three learning centers that provide early childhood and Adult Basic Education services and offers extensive community education programs and classes for learners of all ages.

Equal Opportunity Employer
As required by Title IX and other state and federal nondiscrimination laws District 196 does not discriminate in employment or in any of its education programs and activities including vocational opportunities on the basis of sex race religion color creed national origin marital status familial status* disability status with regard to public assistance sexual orientation gender identity membership or activity in a local human rights commission* age or genetic information.* District 196 provides equal access to designated youth groups.

The Director of Human Resources Joel Milteer ï½ ) is thedesignated Title IX Coordinator and has also been designated to respond to employment-related inquiries regarding the districts non-discrimination policies. The Director of Elementary Education Jeremy Sorenson ï½ ) and the Director of Secondary Education Eric Hansen ï½ ) have been designated to respond to student-related inquiries regarding the districts non-discrimination policies. The Director of Special Education Janet Fimmen ï½ ) has been designated to respond to inquiries concerning the rights of a student with a disability. The mailing address for all directors isrd Street W Rosemount MN 55068. Title IX inquiries may also be referred to the Assistant Secretary of the US Office for Civil Rights (OCR).

*Asterisked categories are limited to employment-related discrimination and harassment.