Lead Interventionist-SIPPS

Davis School District; West Point (CA); On-site; USD 50,000 - 70,000; Full time

Job summary

Davis School District is seeking a Lead Interventionist for West Point Elementary. This role acts as the primary on-site resource for SIPPS and Sound Partners programs, ensuring high-quality implementation of literacy interventions. Responsibilities include coaching tutors, managing intervention schedules, and collaborating with district coaches.

The ideal candidate must have experience with SIPPS, strong communication skills, and the ability to mentor others. Availability to work weekdays is essential for this leadership position.

Qualifications

• Availability to work Monday through Friday.
• Completion of a full-day SIPPS training at the district level.
• Strong interpersonal and communication skills.

Responsibilities

• Serve as the main resource for SIPPS and Sound Partners at the school.
• Provide coaching and mentoring to tutors and teachers.
• Update and analyze intervention data for improvement.

Skills

Teaching experience

SIPPS knowledge

Sound Partners knowledge

Interpersonal skills

Communication skills

Job description

SUMMARY

Under the supervision of the Principal or another supervisor, the Lead Interventionist serves as the primary on‑site resource for SIPPS and Sound Partners intervention programs at the school level. This position bridges the gap between district‑level Certified SIPPS Coaches and school‑based tutors/teachers, ensuring consistent, high‑quality implementation of structured literacy interventions across all classrooms.

Location: West Point Elementary

Reference #: 2026-647C

Close Date: 06/24/2026

ESSENTIAL JOB FUNCTIONS

Day‑to‑Day School Support (Primary Responsibility):

• Serve as the first point of contact for school‑based tutors/teachers with instructional or logistical questions
• Teach, observe, and monitor SIPPS and Sound Partners lessons to ensure fidelity
• Provide consistent coaching, encouragement, and corrective feedback to tutors under the guidance of Certified SIPPS Coaches
• Reinforce skills and routines in both intervention programs

Scheduling, Grouping, Materials:

• Aid in creating/updating intervention schedules based on direction from Certified SIPPS Coaches and school administrators
• Oversee and help organize student groupings based on assessment data
• Manage, track, and replenish SIPPS and Sound Partners materials at the school level

Modeling & Professional Development:

• Model SIPPS and Sound Partners routines and lesson delivery for tutors/teachers
• Facilitate brief, school‑based professional development sessions to reinforce training
• Demonstrate exemplary pacing, instructional delivery, and student engagement

Problem Solving & Communication:

• Proactively identify implementation issues at the school level and develop solutions
• Escalate complex or recurring concerns to district Certified SIPPS Coaches as needed
• Maintain open communication via district email and Teams
• Collaborate with tutors/teachers to troubleshoot challenges and improve student outcomes in intervention

Collaboration with District Certified SIPPS Coaches:

• Participate regularly in PLCs (Professional Learning Communities) led by district Certified SIPPS Coaches
• Bring school‑level data, trends, and concerns to district‑level problem‑solving conversations
• Implement guidance and strategies provided by district Certified SIPPS Coaches
• Complete all required additional training, including assigned Canvas course modules

Data Responsibilities

• Updating and maintaining a school‑wide SIPPS/Sound Partners intervention data tracker
• Analyzing data trends to identify students in need of additional support or level changes
• Sharing data with tutors, teachers, and school leadership to guide instructional decisions

TRAINING & ONGOING COMMITMENTS

• Successfully complete district training required for internal SIPPS competency within 12 months
• Complete an online Canvas course (approx. 12 hours) by October of 2026 as part of onboarding for this role
• Actively teach SIPPS/Sound Partners groups in a school
• Participate in coaching cycles, including observations, with a district Certified SIPPS Coach
• Attend regular meetings with district Certified SIPPS Coaches
• Collaborate with other Lead Interventionists
• Participate in school PLCs focused on program implementation and student outcomes

This position is a school‑level leadership role and does not carry formal evaluative authority over tutors. The Lead SIPPS Interventionist functions as a collegial mentor and resource, with district Certified SIPPS Coaches providing overarching program oversight and coaching support.

MINIMUM REQUIREMENTS

• Availability to work Monday through Friday
• Completion of a full‑day SIPPS training at the district level
• Demonstrated experience teaching Sound Partners and all levels of SIPPS (Extension, Plus and Challenge)
• Deep knowledge of SIPPS and Sound Partners lesson structures and routines
• Excellent pacing skills and student engagement strategies
• Strong interpersonal and communication skills, including the ability to provide constructive feedback and mentor others in a supportive, non‑evaluative manner

PREFERRED QUALIFICATIONS

• Experience updating and analyzing school‑wide intervention data
• Experience using Teams for file storage and communication
• At least one observation/coaching cycle conducted by a district Certified SIPPS Coach
• Available for Friday meetings

PHYSICAL DEMANDS

Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force to move objects. Requires fingering, handling, lifting, mental acuity, reaching, repetitive motion, speaking, talking, visual acuity and walking.

WORKING CONDITIONS

This position primarily works in an indoor school environment, including classrooms and other student learning spaces. The employee will regularly interact with students and staff while seated, standing, and moving throughout classroom settings. Work involves extended periods of sitting at desks, using standard office and classroom equipment, and maintaining a safe, structured, and student‑focused environment. Occasional light lifting, bending, and walking throughout the school campus may be required.