2024-2025 Program and Budget Handbook

Interventionist, Elementary

In REF-141108.0 Evidence-Based Intervention and REF-141107.0 Early Literacy Instruction: Implementing Evidence-Based Practices to Support All Learners; all schools are required to provide tiered intervention support to students in alignment with Pillar 1 C, Eliminating Opportunity Gaps, of the Los Angeles Unified (LAUSD) Strategic Plan. As outlined in the Literacy and Numeracy Intervention Model, schools are to required to implement the following four components: • quality first instruction from the classroom teacher; • direct support for struggling students led by an interventionist; • professional development through an Interventionists Academy; • and a family engagement and empowerment academy. Beginning 2024-2025, schools can purchase the Interventionist, Elementary position to provide direct services to students in multiple content Instruction’s guidance and par ticipate in the Interventionists Academy as described in the Elementary Literacy and Numeracy Interventionists Implementation Guide to strengthen the coherence across all schools in the implementation of a Literacy and Numeracy Intervention Model within a Multi-Tiered Systems of Support (MTSS) Framework. Interventionists will provide additional support to accelerate the development of early literacy and numeracy skills for students in elementary schools. In addition, interventionists will provide pedagogical support for classroom teachers areas in high-need elementary schools. Interventionists will follow the Division of

through modeling lessons, team-teaching, and lesson planning to enhance whole group and differentiated, small group instruction. Interventionists will help build instructional coherence across all classrooms and respond to achievement data by engaging in the Plan, Do, Study, Act Cycle of Improvement alongside teachers and administrators. In addition, the multi-tiered approach to teaching and learning outlined in BUL-6730.1, A Multi-Tiered System of Support Framework for the Student Support and Progress Team, describes a Multi Tiered System of Support (MTSS) Framework for the Student Support and Progress Team. Multi Tiered Systems of Support address the needs of all student subgroups, including English Learners (EL), Standard English Learners (SEL), students with disabilities (SWD), expelled students, students in foster care and/or experiencing homelessness, socio-economically disadvantaged, and gifted and talented education (GATE) students. MTSS aligns the entire school-wide system of initiatives, supports and resources, and implements continuous improvement processes (PDSA) at all levels of the system (i.e., school-wide, classroom, and individual students). (CA Dept. of Education) Based on an analysis of student achievement data, a school may choose to use site-based categorical resources to fund an Interventionist, Elementary to provide direct services to students in multiple content areas. The Interventionist, Elementary will participate in the implementation of a Multi-tiered System of Support (MTSS) that includes intervention via re-teaching and facilitating professional development on the implementation of effective strategies and Tier 1 and Tier 2 interventions in the classroom.

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