District Elementary Literacy Intervention Support Lead ESP

District Elementary Literacy Intervention Support Lead

Under the direction of the District Elementary ELA Administrator, the Elementary Literacy Intervention Support Lead provides targeted literacy intervention to individual students and small groups from Kindergarten through Grade 3 using approved district curriculum. This position supports foundational literacy growth for elementary students by delivering interventions aligned with best practices, maintaining accurate progress-monitoring data, and collaborating with school and district staff to support individualized student reading plans and compliance with educational standards, specifically SB 241.

• Deliver district-approved literacy intervention programs with fidelity to individual students and/or small groups as assigned.
• Provide supplemental instruction and practice that reinforces essential grade-level literacy standards and addresses identified reading deficiencies.
• Use explicit, systematic, and evidence-based intervention practices aligned with recognized literacy research and district expectations.
• Collaborate with teachers, instructional coaches, administrators, and other Education Support Professionals to coordinate intervention groups, schedules, materials, student movement, and instructional priorities.
• Support students with routines, engagement, and behavior expectations during intervention groups; enforce school rules and notify the supervisor of serious rule infractions or incidents.

• Administer or assist with benchmark, formative, progress-monitoring, and program-specific assessments as assigned.
• Monitor, record, analyze, and maintain data required for academic programs, literacy interventions, and student progress monitoring.
• Enter student intervention, attendance, assessment, progress-monitoring, and Individualized Reading Plans and related data accurately and on time in district data systems.
• Prepare and share data summaries, intervention updates, and student-progress information with supervisors and school teams as directed.
• Attend school intervention/data meetings to report on student progress in interventions and support next-step planning.

• Support the coordination and documentation of Individualized Reading Plans, parent meetings, literacy team meetings, and related follow-up tasks.
• Assist with preparation of meeting materials, student data summaries, intervention documentation, parent communication records, and meeting notes as assigned.
• Support reading plan tracking and compliance monitoring, including timelines, required parent communication, intervention documentation, and record retention.
• Maintain accurate and confidential records for students receiving reading interventions and students with Individualized Reading Plans.
• Communicate plan-related needs, documentation updates, data concerns, or timeline requirements to the District Elementary ELA Administrator and appropriate school leaders.

• Collaborate with other Education Support Professionals who are running intervention groups to promote consistent implementation, data collection, and student support across schools.
• Attend district collaboration meetings and participate in required professional learning related to intervention programs, data systems, and foundational literacy.
• Communicate relevant information learned in district CTMs to school ESPs and other designated staff in a timely and professional manner.
• Maintain regular communication with the District Elementary ELA Administrator, school administrators, and school staff regarding intervention progress and compliance needs.
• Maintain confidentiality and comply with district expectations for student records, parent communication, and professional conduct.
• Perform other related duties as assigned.

Education and Experience

• 48 college credit hours or a passing score on the Para Pro test.
• Knowledge and skill in understanding and using alphabetical and numerical systems.
• Experience supporting early literacy instruction, reading interventions, or small-group instruction preferred.
• Experience…