Title I Interventionist (Pending Board Approval)

Wilson County School District; Watertown (TN); On-site; USD 45,000 - 60,000; Full time

Job summary

Wilson County School District in Watertown, TN is seeking a Title I Interventionist (Pending Board Approval). This role focuses on providing specially designed instruction and individualized supports to students with disabilities under IDEA and Tennessee policies.

The incumbent will collaborate with IEP teams, general education teachers, and families to implement individualized plans, monitor progress, and promote meaningful participation in the general curriculum.

Qualifications

• Holds a bachelor's degree and a valid Tennessee educator license with a special education endorsement appropriate to the assigned grade span, course(s), student population, and service responsibilities, consistent with current Tennessee licensure and staffing requirements;
• Demonstrates knowledge of IDEA, Tennessee special education law and State Board rules, IEP development and implementation, least restrictive environment (LRE), specially designed instruction, accommodations and modifications, progress monitoring, positive behavioral supports, and confidentiality requirements;
• Demonstrates the ability to use student data to plan instruction, monitor progress, and adjust supports and services;
• Has strong written, verbal, presentation, organizational, technology, and interpersonal skills;
• Demonstrates the ability to collaborate effectively with students, families, general education teachers, related service providers, educational assistants, administrators, and other members of the IEP team; and
• Meets the physical and other requirements necessary to perform the essential functions of the position with or without reasonable accommodation.

Responsibilities

• Provides special education and related instructional supports in accordance with IDEA, 34 C.F.R. Part 300, Tennessee special education law, State Board of Education Rule Chapter 0520-01-09, Tennessee Department of Education guidance, Board policy, district procedures, and each student's IEP;
• Plans and delivers specially designed instruction aligned to Tennessee academic standards, the student's present levels of academic achievement and functional performance, measurable annual IEP goals, and identified disability-related needs;
• Uses evidence-based instructional practices, explicit and systematic instruction, differentiated materials, assistive technology, communication supports, and other specialized strategies as appropriate to the student's IEP;
• Participates in the development, review, and revision of legally compliant IEPs, including present levels, measurable annual goals, accommodations, modifications, supplementary aids and services, service delivery, assessment participation, least restrictive environment, and other required components;
• Serves as an IEP team member and, when assigned, case manager; schedules, prepares for, and participates in IEP meetings; supports meaningful parent and student participation; and completes assigned follow-up responsibilities in a timely manner;
• Ensures that IEP services, accommodations, modifications, supports, and instructional responsibilities assigned to the teacher are implemented as written and communicates promptly with appropriate personnel when implementation concerns arise;
• Collects, analyzes, and maintains data to monitor progress toward IEP goals and access to and progress in the general education curriculum; reports progress to parents/guardians and the IEP team in accordance with the IEP and required timelines;
• Adjusts instruction and interventions based on student data and collaborates with the IEP team when data indicate that goals, services, supports, or placement may require review;
• Maintains accurate, timely, and confidential IEP records, service documentation, progress-monitoring data, grades, attendance records, schedules, logs, and other required special education documentation;
• Collaborates with general education teachers, related service providers, educational assistants, administrators, families, and other school personnel to coordinate instruction, services, supports, and student participation across settings;
• Supports student access to grade-level curriculum and participation in general education, nonacademic, and extracurricular settings to the maximum extent appropriate, consistent with the student's IEP and least restrictive environment requirements;
• Provides consultation, direction, and support to general education staff and educational assistants regarding student-specific accommodations, modifications, instructional strategies, assistive technology, communication supports, and behavior plans, as appropriate;
• Participates in referral, evaluation, reevaluation, and eligibility processes as assigned by providing educational data, observations, work samples, progress information, and other relevant documentation consistent with state standards and district procedures;
• For students in kindergarten through grade six, or students of comparable chronological age, contributes to required pre-vocational assessment information and planning as applicable to the student's IEP;
• For the first IEP that will be in effect when a student turns age fourteen (14), and thereafter as required, contributes to transition planning that includes age-appropriate transition assessments, appropriate measurable postsecondary goals related to education, training, employment and, where appropriate, independent living skills, along with courses of study, transition services, and annual IEP goals designed to enable the student to meet those postsecondary goals;
• Supports student participation and self-advocacy in transition planning and coordinates with families, school personnel, agencies, and community partners as appropriate and in

Skills

Special Education Endorsement

IDEA Knowledge

Collaboration

Data Analysis

Education

Bachelor's degree

Tennessee educator license

Job description

Title I Interventionist (Pending Board Approval)

Wilson County School District Watertown Elementary - Watertown, Tennessee Open in Google Maps

This job is also posted in Wilson County Schools, TN

Job Details

Job ID: 5937599
Application Deadline: Posted until filled
Posted: Sep 23, 2026 5:00 AM (UTC)

Starting Date: Immediately

Job Description

Special Education Teacher

JOB GOAL

Provides specially designed instruction and individualized supports to students with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA), Tennessee law and State Board of Education rules, Tennessee Department of Education guidance, Board policy, district procedures, and each student's Individualized Education Program (IEP). Promotes access to and progress in the general education curriculum, achievement of measurable IEP goals, meaningful participation with nondisabled peers to the maximum extent appropriate, and preparation for postsecondary education, training, employment, independent living, and community participation, as applicable.

QUALIFICATIONS

• Holds a bachelor's degree and a valid Tennessee educator license with a special education endorsement appropriate to the assigned grade span, course(s), student population, and service responsibilities, consistent with current Tennessee licensure and staffing requirements;
• Demonstrates knowledge of IDEA, Tennessee special education law and State Board rules, IEP development and implementation, least restrictive environment (LRE), specially designed instruction, accommodations and modifications, progress monitoring, positive behavioral supports, and confidentiality requirements;
• Demonstrates the ability to use student data to plan instruction, monitor progress, and adjust supports and services;
• Has strong written, verbal, presentation, organizational, technology, and interpersonal skills;
• Demonstrates the ability to collaborate effectively with students, families, general education teachers, related service providers, educational assistants, administrators, and other members of the IEP team; and
• Meets the physical and other requirements necessary to perform the essential functions of the position with or without reasonable accommodation.

REPORTS TO Building Principal

FLSA STATUS Exempt

SCHEDULE 200 Days

EVALUATION

Performance of this job will be evaluated in accordance with applicable state law, State Board of Education requirements, Board policy, and district procedures governing evaluation of licensed personnel.

ESSENTIAL FUNCTIONS

• Provides special education and related instructional supports in accordance with IDEA, 34 C.F.R. Part 300, Tennessee special education law, State Board of Education Rule Chapter 0520-01-09, Tennessee Department of Education guidance, Board policy, district procedures, and each student's IEP;
• Plans and delivers specially designed instruction aligned to Tennessee academic standards, the student's present levels of academic achievement and functional performance, measurable annual IEP goals, and identified disability-related needs;
• Uses evidence-based instructional practices, explicit and systematic instruction, differentiated materials, assistive technology, communication supports, and other specialized strategies as appropriate to the student's IEP;
• Participates in the development, review, and revision of legally compliant IEPs, including present levels, measurable annual goals, accommodations, modifications, supplementary aids and services, service delivery, assessment participation, least restrictive environment, and other required components;
• Serves as an IEP team member and, when assigned, case manager; schedules, prepares for, and participates in IEP meetings; supports meaningful parent and student participation; and completes assigned follow-up responsibilities in a timely manner;
• Ensures that IEP services, accommodations, modifications, supports, and instructional responsibilities assigned to the teacher are implemented as written and communicates promptly with appropriate personnel when implementation concerns arise;
• Collects, analyzes, and maintains data to monitor progress toward IEP goals and access to and progress in the general education curriculum; reports progress to parents/guardians and the IEP team in accordance with the IEP and required timelines;
• Adjusts instruction and interventions based on student data and collaborates with the IEP team when data indicate that goals, services, supports, or placement may require review;
• Maintains accurate, timely, and confidential IEP records, service documentation, progress-monitoring data, grades, attendance records, schedules, logs, and other required special education documentation;
• Collaborates with general education teachers, related service providers, educational assistants, administrators, families, and other school personnel to coordinate instruction, services, supports, and student participation across settings;
• Supports student access to grade-level curriculum and participation in general education, nonacademic, and extracurricular settings to the maximum extent appropriate, consistent with the student's IEP and least restrictive environment requirements;
• Provides consultation, direction, and support to general education staff and educational assistants regarding student-specific accommodations, modifications, instructional strategies, assistive technology, communication supports, and behavior plans, as appropriate;
• Participates in referral, evaluation, reevaluation, and eligibility processes as assigned by providing educational data, observations, work samples, progress information, and other relevant documentation consistent with state standards and district procedures;
• For students in kindergarten through grade six, or students of comparable chronological age, contributes to required pre-vocational assessment information and planning as applicable to the student's IEP;
• For the first IEP that will be in effect when a student turns age fourteen (14), and thereafter as required, contributes to transition planning that includes age-appropriate transition assessments, appropriate measurable postsecondary goals related to education, training, employment and, where appropriate, independent living skills, along with courses of study, transition services, and annual IEP goals designed to enable the student to meet those postsecondary goals;
• Supports student participation and self-advocacy in transition planning and coordinates with families, school personnel, agencies, and community partners as appropriate and in