Literacy Interventionist - Wright - FTE - SY

Literacy Interventionist - Wright

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. 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.

Essential duties and responsibilities include:

• Intervention:
  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. 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.
• Use of data and problem-solving:
  Collaborate with SBLT, teacher teams, and data point person to identify those students in need of intervention and/or additional challenge. Use data in a consistent and on-going way to measure students' response to intervention (individual response and group response, program evaluation). Make practice decisions based on data. Maintain records on implementation and fidelity.
• Leadership and
  
  Collaboration:
  
  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. Collaborates regularly with principal to review intervention implementation. Collaborates 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.)
• Professional Development:
  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

Knowledge, skills, and abilities required to perform essential job functions include:

• 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.
• Expertise and leadership in K-8 literacy
• Knowledge of Common Core State Standards
• Evidence of ability to implement scientifically, research based interventions (standard protocol and evidence based strategies) and ability to use data-driven decision making
• Evidence of knowledge of Multi-tiered System of Supports
• Evidence of strong understanding of a comprehensive assessment system and student achievement data
• Evidence of cultural competency in an urban setting
• Evidence of exceptional interpersonal and collaborative skills
• Evidence of exceptional organizational and leadership skills
• Commitment to the philosophy and organization of the school and district
• Preferred:
  Reading Recovery/DLL certificate

Next steps include reviewing applications and scheduling interviews based on application materials. Candidates who have indicated fluency in Spanish and/or Hmong are invited to apply for our bilingual positions as well.

Working conditions may require travel to different locations within the district and to off-site meetings. Position may require working evenings, nights, and some weekends. School-based positions are required to be in-person unless otherwise directed by the building principal.

Physical requirements include the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time. Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where…