Elementary Interventionist (LTS)

1.0 FTE (Long-Term Substitute) position beginning at the start of the 2026-27 school year and continuing through the end of the school year.

About the Role

The Elementary Interventionist plays a pivotal role in supporting elementary school students who require targeted assistance, ensuring 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 school's 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

Reports to the Building Principal.

Benefits

• Medical insurance
• Dental insurance
• Life insurance
• Long-term disability insurance
• Sick leave
• State pension plan
• Tax-deferred retirement savings account
• Flexible spending account
• Some employee groups also receive vacation, holidays, or personal leave

Benefits are available to new employees effective the first day of active employment if benefit eligible. More information is available at Employee Benefits - Rosemount-Apple Valley-Eagan ISD 196.

About the District

District 196 is a Minnesota public school district serving more than 29,000 students and 160,000 residents in the cities of Rosemount, Apple Valley, Eagan, Burnsville, Coates, Empire, Inver Grove Heights, Lakeville, and Vermillion Township. The district operates:

• 20 elementary schools (grades K-5)
• 6 middle schools (grades 6-8)
• 4 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
• A special education program serving young adults ages 18-22
• Three learning centers providing early childhood and Adult Basic Education services

The district has been named to Forbes' list of America's Best-in-State Employers multiple times and is among the largest employers in Dakota County, with more than 4,000 full- and part-time employees.

Our mission is to educate, develop, and inspire our students for lifelong success. Core values include being student-centered, empathy, integrity, supporting the well-being of the whole person, and learning with high expectations for all. Our culture of collaboration fosters inclusivity, engagement, and belonging for all students, inspiring a love of learning for all ages.