Lower School Academic Interventionist

Position Overview

The Louise S. McGehee School seeks a thoughtful, collaborative Academic Interventionist to collaboratively design and implement an evidence-based academic development program and to ensure appropriate levels of support and challenge for all students. This program of development will be designed to ensure success in Lower School classrooms and a smooth transition for students moving into Middle School, for students in Grades 1–4. This program of development will encompass literacy, numeracy, and executive function skills.

The Academic Interventionist will implement this program, which will include  the coordination of in-classroom interventions, direct support to students, and close partnership with faculty, families, and the Lower School leadership team to ensure each child’s learning experience reflects their individual potential. The Interventionist will also work closely with the School’s senior leadership team, particularly Lower School leadership and Little Gate, Middle School, and Upper School Learning Specialists.

Key Responsibilities

Learning Development Design

• Design an evidence-based program of development and challenge to ensure that students in grades 1-4 are reaching their highest academic potential.
  • Collaborate closely with and gather feedback from School leadership, including Lower School leadership and the School’s academic support and intervention experts, through the design process. 
  • Plan for an iterative design and implementation process with structured opportunities to gather feedback and data, and identify opportunities for improvement.
  • Seek, share, and apply research on evidence-based intervention, including promising approaches at peer independent girls schools. 
• Design and implement evidence-based interventions, accommodations, and enrichment and extension opportunities, either directly, in or outside of the classroom, or in collaboration with classroom teachers.

Student Support & Instruction

In line with the intervention program’s design:

• Use formal and informal assessments to identify student needs, set goals, and monitor progress
• Manage student entry into and exit from the Learning Support Services (LSS) program

Provide small-group and targeted instruction in literacy, numeracy, and executive functioning

• Support both academic development and challenge, including enrichment or extension opportunities 
• Explore opportunities for push-in, co-teaching, and flexible grouping within classrooms, as well as out-of-classroom supports

Collaboration & Communication

• Collaborate closely with the other Learning Specialist, counselors, and the Head of Lower School
• Communicate regularly with teachers and families regarding student progress and development plans
• Attend grade-level meetings and Student Support Team meetings to problem-solve and plan
• Consult with teachers regarding emerging academic concerns or opportunities
• Work with Lower and Middle School Division Heads to support a smooth transition for fourth-grade students

Assessment & Data

• Analyze assessment data, including ERB (Milestones and CTP), DIBELS, IXL, and classroom-based assessments to identify opportunities for support and challenge
• Support coordination and proctoring of standardized testing for small groups as needed
• Provide extended-time or other approved testing accommodations

Documentation & Record Keeping

• Maintain clear documentation of student interventions and progress
• Provide trimester check-ins and progress reports for families of students receiving LSS support
• Track outside support services utilized by students and serve as a resource for families

Professional Responsibilities

• Participate in faculty meetings and contribute to professional learning and instructional planning
• Partner with the Head of Lower School to identify professional development opportunities for faculty
• Coordinate annual Speech and Hearing Screenings

Qualifications

• Bachelor’s degree required; Master’s degree in Special Education, Reading, or a related field preferred
• Learning Specialist certification or comparable credential strongly preferred
• Minimum of three years of experience in classroom teaching or academic intervention
• Strong knowledge of evidence-based practices in early literacy and mathematics
• Experience supporting students with a range of learning profiles
• Collaborative, organized, and student-centered approach