Response to Intervention (RTI) Paraprofessional

  • Conval Regional School District
  • SAU#1 106 Hancock Road Peterborough, NH 03458
  • Apr 21, 2019
Full time Support Staff

Job Description


  • Position Type:
      Elementary School Teaching/Paraprofessional

  • Date Posted:

  • Location:
      ConVal School District -  Peterborough NH 

  Full-time M-F, 185 Days/yr,

Full Benefits Package

              Instructional Paraprofessional (RtI) – Reading/Writing/Spelling
SUPERVISOR:                     Assistant Superintendent      


  • High School Diploma.
  • Knowledge of various reading programs and strategies utilized by the District.
  • Experience working with students who have varied strengths/abilities/needs.
  • Knowledge of methods required in working with students in a specialized program.
  • Correct English usage, spelling, grammar and punctuation.
  • Experienced with proper data collection and analysis of data collection.
  • Work independently and maintain confidentiality.
  • Organize, supervise, and instruct students in a variety of activities related to specialized program.
  • Speak, read, and write clearly and distinctly.
  • Demonstrate reading, language, and writing subject area proficiency.
  • Understand and follow oral and written directions.

Required Certification:

  • Paraprofessional Certification
  • Orton Gillingham
  • Certification in Wilson, Lindamood-Bell and SPIRE methodology of reading instruction preferred, but will train
  • CPR/First Aid – preferred

In conjunction with the Reading Teacher, Special Education Case Manager, and Classroom Teacher, assist in assigned reading/writing/spelling instructional areas to meet the individual needs of students in Tier II and Tier III intervention model. RtI – Response to Intervention

  •  Works under limited supervision using standardized reading/writing/spelling practices and/or methods.
  • Provides direct instruction of phonemic awareness, fluent decoding, vocabulary, comprehension, phonology, word study and writing.
  • Utilizes AIMSweb to frequently monitor student progress.
  • Implements reading instruction using a variety of strategies and approaches to instruction.
  • Implement reading instruction with fidelity.
  • Prepare and organize materials to support teaching and learning in the area of reading.
  • Assist in the preparation of lesson plans and provide input and assistance in the development of learning tools for students in Tier II and Tier III interventions.
  • Assists in establishing a positive learning environment and responds to individual student needs.
  • Works with students individually or in small groups to reinforce skills.
  • Maintains records including data collection
  • Interacts with students, observes progress and meets instructional needs as they arise.
  • Assists in the preparation of materials and lesson plans.
  • Assists with student assessment as directed
  • Integrate reading strategies into a regular education classroom.
  • Reinforce reading ideas and concepts presented by regular education teacher.
  • Attend workshops and trainings as needed.
  • Work closely with Reading Specialist/Special Education, and Regular Education teachers.
  • Prepare reading materials as directed.
  • Create reading plan for instructional paraprofessional substitute.


  • Occasionally stooping, bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
  • Occasionally kneeling, bending legs at knee to come to a rest on knee or knees.
  • Occasionally crouching, bending the body downward and forward by bending leg and spin
  • Occasionally reaching, extending hand(s) and arm(s) in any direction.
  • Occasionally standing, particularly for sustained periods of time.
  • Frequently walking, moving about on foot to accomplish tasks, particularly for long   distances or moving from one work site to another.
  • Seldom lifting, raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
  • Seldom fingering, picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
  • Seldom grasping, applying pressure to an object with the fingers and palm.
  • Frequently talking, expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
  • Frequently hearing, perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.
  • Seldom repetitive motion.  Substantial movements (motions) of the wrists, hands, and/or fingers.
  • Sedentary work.  Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to life, carry, push, pull or otherwise move objects, including the human body.  Sedentary work involves sitting most of the time.  Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.  
  • The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.
  • None. The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work.)