Reading Interventionist

Position Title : Reading Interventionist - job code 30505 Terms of Employment : 10-Month Employee. Temporary status if hired after the contractual start date for teachers. Reports To : Building Principal Salary : In accordance with the current Teacher salary schedule Position Overview The Reading Interventionist provides targeted, research-based literacy support to secondary students who demonstrate significant needs in reading comprehension, fluency, vocabulary development, and foundational literacy skills. This position supports the district's commitment to strong Tier I instruction, strategic intervention, and data‑driven decision‑making across grades 6-8. The Reading Interventionist collaborates with administrators, instructional coaches, content‑area teachers, special educators, and families to strengthen adolescent literacy across disciplines. The role aligns to district literacy priorities, MTSS structures, and standards‑based instructional practices. Minimum Qualifications Education Bachelor's degree in Education, Literacy, English/Language Arts, or related field. Master's degree preferred. Certification Valid Delaware teaching certification. Reading Specialist certification or eligibility preferred. Experience Experience providing literacy instruction or intervention at the secondary level preferred. Demonstrated experience using literacy assessment tools and data to drive instructional decisions. Knowledge and Skills Strong understanding of adolescent reading development and literacy theory. Knowledge of evidence‑based reading interventions appropriate for grades 9-12. Ability to analyze data and translate findings into targeted instructional action. Strong communication and collaboration skills. Demonstrated ability to build positive relationships with students and families. Essential Duties and Responsibilities 1. Assessment and Data Analysis Administer and interpret diagnostic, formative, and summative literacy assessments. Analyze reading data (including district assessments, state assessments, and progress monitoring tools) to identify skill gaps and instructional priorities. Develop and document individualized or small‑group intervention plans aligned to student needs and grade‑level standards. Maintain accurate records of student growth and intervention outcomes. 2. Targeted Literacy Instruction Provide structured, evidence‑based reading intervention in small‑group and/or individualized settings. Vocabulary development Fluency Decoding and word analysis (as needed for adolescent learners) Content‑area literacy strategies Adapt texts, instructional materials, and supports to meet diverse learner needs. Reinforce academic language and literacy demands aligned to science, social studies, mathematics, and CTE coursework. 3. Progress Monitoring and Reporting Implement ongoing progress monitoring systems to measure student growth. Adjust instructional strategies based on data and documented student response to intervention. Provide regular communication to teachers, families, and administrators regarding student progress. Contribute to MTSS documentation and student support team processes. 4. Collaboration and Schoolwide Literacy Support Partner with classroom teachers to embed literacy strategies within core instruction. Support alignment of intervention practices with district literacy initiatives and secondary instructional priorities. Participate in PLCs and data meetings to support instructional planning and intervention refinement. Consult with counselors, special educators, multilingual learner staff, and support personnel to ensure coordinated services. 5. Professional Growth and Leadership Remain current on research‑based adolescent literacy practices and structured literacy approaches. Participate in district and school‑based professional learning. Contribute to building‑level literacy initiatives and support a culture of reading across the school community. Develop and contribute to building professional learning for other teachers to build reading, writing, speaking and listening practices. Physical Demands Frequent standing, walking, and sitting. Occasional lifting up to 25 pounds. Visual and auditory capacity sufficient to fulfill instructional responsibilities. Standard Requirements Favorable criminal background and child abuse registry checks. Completed physical and tuberculin test. Mandatory direct deposit of paycheck. Equal Opportunity Employer Statement The Capital School District is an equal opportunity employer and does not discriminate on the basis of race, color, creed, religion, gender (including pregnancy, childbirth and related medical conditions), national origin, citizenship or ancestry, age, disability, marital status, veteran status, genetic information, sexual orientation, or gender identity, against victims of domestic violence, sexual offenses, or stalking, or upon any other categories protected by federal, state, or local law. Inquiries regarding nondiscrimination policies should be directed to the Title IX, District 504 and ADA Coordinators: Capital School District, 198 Commerce Way, Dover DE 19904. Phone View phone number on click.appcast.io #J-18808-Ljbffr