Reading Interventionist

The Diocese of Bridgeport Catholic Schools seeks a skilled literacy educator to serve as a Reading Interventionist with the Gillis Literacy Center hael Academy, supporting students in PreK through Grade 3.

The Gillis Literacy Center is a five-year initiative designed to strengthen literacy instruction and student achievement across five pilot schools:
Kolbe Cathedral Preparatory School and the four Catholic Academy of Bridgeport campuses. The initiative brings together evidence-based instruction, professional learning, targeted intervention, data-driven decision-making, and dedicated literacy centers to build a sustainable PreK-12 approach to reading and writing.

The Reading Interventionist will provide targeted support to students who require additional literacy instruction beyond the core classroom program. Working closely with the Elementary Literacy Coach, classroom teachers, and school leaders, the Interventionist will assess student needs, provide evidence-based individual and small-group instruction, monitor progress, and adjust interventions based on student response.

This is a student-centered instructional role requiring strong knowledge of early literacy development, assessment, intervention, and progress monitoring.

The Reading Interventionist has five central responsibilities:

The role requires an educator who understands how young children learn to read, can diagnose specific areas of difficulty, and can deliver precise, responsive instruction that accelerates student growth.

• Conduct literacy screenings, diagnostic assessments, and other appropriate measures to identify student strengths and areas of need.
• Analyze student performance data to identify specific reading difficulties and instructional priorities.
• Develop targeted intervention plans based on individual student needs.
• Select evidence-based strategies, programs, and instructional approaches appropriate to identified areas of difficulty.
• Collaborate with literacy coaches and classroom teachers to determine appropriate intervention goals and supports.
• Participate in student support, data, and instructional planning meetings as appropriate.

• Provide targeted literacy instruction to students individually and in small groups.
• Deliver explicit, systematic, evidence-based instruction aligned with student needs.
• Provide instruction in foundational reading skills, including phonological and phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension as appropriate.
• Use approved intervention programs and instructional materials with fidelity.
• Differentiate instruction based on student skill level, response to intervention, and progress.
• Establish a structured and supportive instructional environment that promotes student engagement, confidence, and growth.

• Regularly assess student progress using appropriate progress-monitoring measures.
• Analyze student response to intervention and adjust instructional strategies, intensity, grouping, or duration as needed.
• Maintain accurate records of intervention services, student performance, and instructional adjustments.
• Identify students who are not making expected progress and collaborate with the literacy coach and school team regarding next steps.
• Use quantitative and qualitative evidence to evaluate the effectiveness of intervention.
• Support implementation of the school’s MTSS or SRBI framework for literacy.

• Work closely with literacy coaches to coordinate student intervention and strengthen instructional alignment.
• Collaborate with classroom teachers to ensure intervention complements and reinforces core literacy instruction.
• Coordinate with administrators, special education staff, and other student-support personnel as appropriate.
• Share relevant student performance information with teachers to support classroom instruction.
• Participate in collaborative planning and student data…