Literacy Interventionist - Thoreau - FTE - SY

Elementary School Operations

Thoreau Elementary

Annual Salary

Minimum Annual Compensation: $52,154 (25‑26 TE Salary Schedule)

Length of

Contract:

192 days

Employment Type:

Exempt

The purpose of the Literacy Interventionist position is to provide direct services to students above and below proficiency in reading and literacy. This individual will identify particular areas of need and accelerate learning in those targeted areas so that students are able to learn and achieve at or above grade level. (

Note:

Title I Literacy Interventionists will only provide services to students most at risk of failing in the area of literacy.) The role of the Literacy Interventionist is to diagnose reading/literacy learning needs by using existing screening data and/or administering diagnostic assessment tools and to provide intensive intervention to accelerate learning through individual and/or small group learning environments. This position requires in‑depth knowledge of how students learn to read, reading issues and needs, diagnostic assessment tools, evidence‑based intervention strategies and programs, and data analysis.

Additional roles include providing professional development and leadership to strengthen staff capacity in the ability to implement a Multi‑Tiered System of Supports (MTSS) that identifies, supports and accelerates student achievement in reading and literacy.

• Support the Principal, Instructional Resource Teachers, Learning Coordinator and/or Reading Recovery Teacher to provide direct services to students above and below proficiency in reading. (Title I Interventionists will only provide support to students below proficiency.)
• Comprehensive intervention services include: identification through evidence‑based assessment tools, regular and intensive interventions to individual students or small groups, monitoring progress and reporting progress to meet MTSS and IDEA requirements, and maintaining effective communication with classroom teachers regarding student progress and successful strategies.
• Provide interventions through culturally and linguistically responsive pedagogy.
• Collaborate with SBLT, teacher teams, and data point person to identify those students in need of intervention and/or additional challenge.
• Use data consistently and on‑going way to measure students’ response to intervention (individual response, group response, program evaluation).
• Make practice decisions based on data.
• Maintain records on implementation and fidelity.
• Attend district level professional development to increase knowledge on research, strategies for intervention and data use.
• Assist in the procurement of materials and resources to support intervention delivery.
• Participate on School‑based Leadership Team to the extent possible.
• Collaborate regularly with principal to review intervention implementation.
• Collaborate with all key stakeholders at the school level (e.g., Program Support Teachers, Instructional Resource Teachers, Learning Coordinators, MTSS support person, data person, teacher teams, etc.).
• Assist in the identification of professional development priorities and initiatives, particularly as it relates to MTSS.
• Assist in the delivery of professional development as it relates to MTSS.

• Bachelor’s degree. Official transcripts are required for formal employment.
• Wisconsin Department of Public Instruction (DPI) teaching license in Reading (1316 or 5017) to cover the respective grade level(s) being taught.
• Applications are considered on a rolling basis. MMSD will consider applicants who are fully licensed before considering applicants who are not yet licensed.
• If you do not already have an active Wisconsin teaching license, you must obtain and maintain the necessary license(s) for the position. An application must be on file within 30 days of starting your employment with MMSD. Failure to do so will result in your contract being voided.
• Expertise and leadership in K‑8 literacy.
• Knowledge of Common Core State Standards.
• Evidence of ability to implement scientifically researched interventions (standard protocol and evidence‑based strategies) and…