Interventionist

Job Title

• Interventionist
• School:
• High
• Point
• Academy
• School
• Year: 2026–2027
• Position
• Type:
• Full-Time,
• Hourly
• Reports To: Director of Exceptional Learners Position Overview High Point Academy is seeking a dedicated Interventionist for the 2026–2027 school year. This full-time, hourly position focuses on supporting students in grades K–8 through targeted small group instruction based on student data. Interventionists are a critical part of High Point Academy's Multi-Tiered System of Supports (MTSS) and provide Tier III academic interventions for students who require intensive, targeted support. In addition, interventionists may support students through skill-building groups that extend grade-level learning to ensure all students are progressing toward academic goals. The ideal candidate is a reflective practitioner who enjoys working closely with students, uses data to guide instruction, and collaborates effectively with classroom teachers to ensure interventions align with core instruction. Why Work at High Point Academy High Point Academy is a collaborative K–8 community committed to developing students as leaders, learners, and responsible citizens. Guided by the principles of EL Education and Leader in Me, staff work together to ensure all students experience meaningful learning, strong relationships, and opportunities to grow academically and personally. High Point Academy At High Point Academy, we seek educators who believe every child is capable of excellence and leadership. Our teachers are not simply instructors of content-they are cultivators of character, designers of meaningful learning, and champions of student voice. The full educator profile is available here. Primary Responsibilities Small Group Instruction Provide targeted small group academic instruction to students in grades K–8 based on identified learning needs. Deliver Tier III interventions aligned to student data and MTSS goals. Support students in developing foundational skills and confidence in learning. Data-Driven Instruction Use assessment data to identify student learning needs and determine appropriate interventions. Monitor student progress and adjust instruction based on student growth and response to intervention. Track and synthesize student data to inform instruction and communicate progress. Curriculum Implementation Implement intervention curricula and instructional programs with fidelity. Assess student learning through formative and summative assessments. Ensure interventions are aligned with grade-level standards and classroom instruction. Collaboration & MTSS Support Work collaboratively with classroom teachers, specialists, and administration to align interventions with classroom learning. Participate in MTSS meetings and contribute insights regarding student progress and needs. Support the development and implementation of intervention plans. Student Support Build positive relationships with students that promote engagement, perseverance, and confidence in learning. Motivate students to take ownership of their academic growth. Foster a supportive learning environment where students feel encouraged and capable.

Qualifications

Required Associates Degree or ability to pass the Para Pro Exam upon hire Experience working with children in an educational setting (K–8 preferred). Strong ability to work with small groups of students. Ability to implement curriculum and assess student learning. Strong organizational skills and ability to track and synthesize student data. Ability to collaborate and work effectively as part of a team. Willingness to learn content to support student learning. Preferred Experience supporting academic interventions in reading or math. Familiarity with MTSS or Response to Intervention (RTI) systems. Experience using student data to guide instruction. Key Competencies Reflective practitioner with a growth mindset Strong relationship-building with students Data-driven decision-making Collaboration with teachers and support staff Ability to motivate students and build confidence in learning