iTeam Facilitator

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job goals:

1. Facilitate the school’s iTeam group in coordinating access to multitiered evidence based academic and behavioral intervention supports for students experiencing difficulty in school.

2. Coordinate the monitoring of students receiving and/or requiring additional academic and/or behavior support and interventions.

3. In cooperation with the principal and the school wide PBIS coordinator, complete ongoing and systematic review of the school’ intervention models, using established assessment and program planning tools.

qualifications:

1. Valid Oregon TSPC professional license with the appropriate endorsement.

2. Knowledge of students with social and behavioral issues.

3. General knowledge of best practices in classroom management and instruction.

4. Ability to work with established district procedures and rules.

5. Strong written and verbal communication skills.

6. Excellent time and material organizational skills.

reports to:

Building administrator, Consult with district PBIS/EBISS Coordinators

performance goals:

1. Lead efforts with teachers and specialists (as a Student Centered Team) to design interventions to help students who are not progressing at the expected level and rate in academic areas.

2. Coordinate with teachers and specialists (as a Student Centered Team) to design interventions to help students who are not demonstrating success maintaining responsible, respectful, and safe school behavior.

3. Follow up with teachers and iTeam members to ensure plans/interventions are implemented with fidelity.

4. Maintain and oversee documentation of behavioral interventions.

responsibilities:

1. Coordinate and facilitate bi-weekly iTeam meetings.

2. Maintain iTeam documentation.

3. Attend district (monthly) meetings and trainings, reporting back to iTeam.

4. Consult with CICO coordinator, academic interventions coordinator, behavioral coordinator, and FBA coordinator on a weekly basis.

5. Designate “case managers” for Student Center Teams and follow up after SCT meetings.

6. Continually improve professional capacity around student centered planning, intervention systems and models, and evidence based practices around academic and behavior support.