Manager of Literacy Interventions

About KIPP Texas Public Schools

KIPP Texas Public Schools is a free, public charter school network with more than 45 Pre-K - 12 schools across Austin, Dallas-Fort Worth, Houston, and San Antonio. With over 30 years in Texas, we work together with our families and communities to prepare students for college, career, and beyond! Our schools provide a high-quality, well-rounded education built on academic success and personal growth, where all students learn and thrive in a productive, safe, and joyful way!

As one of the earliest charter networks in Texas—founded in Houston in 1994 and operating as KIPP Texas since 2018—we hire dynamic, collaborative, and dedicated individuals with an unyielding belief that every child will succeed. Join a Team and Family with an unwavering commitment to creating classrooms, offices, and communities rooted in academic success and joy. If you are passionate about joining a mission-driven community that wants every child to "run to school," the KIPP Texas Team and Family is for you!

KIPP Public Schools is a national network of public charter schools that prepares students with the skills and confidence to create the future they want for themselves, their communities, and us all. We are a network of 278 schools with nearly 16,500 educators and 190,000 students and alumni.

Job Description

The Manager of Literacy Interventions is responsible for overseeing the implementation, compliance, and instructional quality of dyslexia services across a portfolio of KIPP Texas schools. Reporting to the Director of MTSS, this leader ensures that dyslexia programming is delivered with fidelity, aligned to TEA requirements, and integrated within the organization’s Multi-Tiered System of Supports (MTSS) framework.

This role directly supports campus-based APSS leaders (Assistant Principals of Student Support) in building strong intervention systems, coaching Literacy Facilitators, and ensuring students identified with dyslexia receive high-quality, evidence-based instruction in alignment with Individualized Education Programs (IEPs), Section 504 plans, and state dyslexia requirements.

The Manager of Literacy Interventions plays a critical role in supporting campuses to strengthen Tier 2 and Tier 3 literacy intervention systems, improve student outcomes, and maintain compliance with state and federal regulations.

Success in the role is measured by:

• 100% of students identified for dyslexia services receive services aligned to state requirements and documented plans.

• Dyslexia intervention services are implemented with fidelity across assigned schools.

• APSS leaders and Literacy Facilitators demonstrate strong implementation of evidence-based intervention practices.

• Campuses maintain compliant documentation, progress monitoring, and instructional records related to dyslexia services.

• Student progress monitoring data demonstrates growth in targeted literacy skill areas.

• Campus leaders report increased clarity and consistency regarding dyslexia systems, intervention expectations, and MTSS alignment.

• Reduction in inappropriate referrals to special education resulting from ineffective Tier 2 literacy intervention systems.

ROLE RESPONSIBILITIES: 

Dyslexia Program Oversight & Compliance

• Provide leadership and oversight for dyslexia programming across an assigned portfolio of KIPP Texas schools.

• Ensure all dyslexia services are implemented in accordance with TEA Dyslexia Handbook guidance, IDEA, Section 504, and state requirements.

• Monitor campus implementation of dyslexia intervention schedules, groupings, service minutes, and progress monitoring systems.

• Conduct regular audits of dyslexia documentation, service logs, student progress data, and instructional fidelity.

• Partner with APSS leaders and campus teams to ensure students receive required accommodations and instructional supports across settings.

• Support campuses in preparing for internal audits, state monitoring, and cyclical review processes related to dyslexia programming.

Instructional Coaching & MTSS Alignment

• Coach and support APSS leaders in the implementation of high-quality intervention systems and dyslexia programming.

• Build the capacity of Literacy Facilitators through ongoing coaching, modeling, feedback cycles, and professional learning.

• Support campuses in aligning dyslexia services within the broader MTSS framework to ensure strong Tier 2 and Tier 3 systems.

• Collaborate with campus instructional leaders to ensure intervention programming complements core literacy instruction and data-driven instruction practices.

• Support Literacy Facilitators and APSS leaders in analyzing student data to adjust instructional groupings, dosage, and intervention strategies.

• Ensure intervention practices are grounded in evidence-based literacy instruction and aligned to the science of reading.

Dyslexia Operations & Service Delivery

• Collaborate with regional and campus leaders to develop staffing plans that ensure compliant and sustainable dyslexia service delivery.

• Support campuses in developing intervention schedules that maximize student access to services while minimizing instructional disruption.

• Monitor caseloads and staffing allocations to identify service delivery risks and escalate concerns proactively.

• Assist campuses in coordinating services for students receiving dyslexia intervention alongside special education, multilingual, or other supplemental services.

• Support implementation and onboarding of approved dyslexia curriculum and instructional materials across assigned schools.

• Partner with central office departments to support procurement, training, and implementation of instructional resources.

Professional Development & Capacity Building

• Design and facilitate professional learning for APSS leaders, interventionists, and instructional staff related to dyslexia programming and intervention systems.

• Train campus teams on dyslexia compliance requirements, progress monitoring, instructional fidelity, and effective intervention practices.

• Develop tools, systems, and standard operating procedures to improve consistency across campuses.

• Build leadership capacity in campuses to sustain high-quality intervention systems over time.

Qualifications

QUALIFICATIONS

• Master’s degree required in Education, Special Education, Curriculum & Instruction, Reading, Literacy, Educational Leadership, or a related field

• Valid Texas teaching certification required; preferred certifications include Special Education, ELAR/Reading Language Arts, ESL, and Bilingual

• Texas Dyslexia certification/training required (e.g., CALT, Certified Academic Language Therapist, or equivalent structured literacy training preferred)

• Minimum of 5 years of experience in literacy intervention, dyslexia services, MTSS, special education, or related instructional leadership roles required

• Principal certification or instructional leadership experience preferred

• Experience coaching teachers, interventionists, and/or campus leaders required

• Experience working within Texas public schools and knowledge of TEA dyslexia requirements strongly preferred

• Demonstrated experience implementing evidence-based literacy interventions and supporting struggling readers across Tier 2 and Tier 3 systems preferred

COMPETENCY AND SKILLS:

• Students receiving dyslexia intervention demonstrate measurable growth in targeted literacy skill areas.

• Multilingual learners and newcomer students demonstrate growth in literacy and language development.

• Dyslexia intervention services are delivered consistently and with fidelity.

• Intervention documentation and progress monitoring records remain compliant and up to date.

• Campus leaders report strong collaboration and support related to intervention systems and student needs.

• Students receive required accommodations and instructional supports aligned to documented plans.

• Intervention groups, schedules, and instructional practices align to district expectations and student needs.

Physical Requirements: 

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The person in this position needs to be able to move about inside and outside the school throughout the workday.

• The candidate is expected to attend conferences, meetings and training sessions both virtually and in person within the Region. 

Additional Requirements:

• Reliable transportation is needed for travel between campuses

• Ability to maintain emotional control under stress.

• Work with frequent interruptions.

Work Environment: 

Hybrid work - Reports to the central office or schools three days a week

Travel Requirements: 

Minimal travel: May travel to other school sites or regional offices for professional learning, meetings and other work related activities.

Additional Information

What We Bring to the Table:
● Comprehensive medical, dental, and vision plans with coverage options for employees and their families.
● Competitive vacation and flexible paid time off (PTO) policies.
● Paid family leave.
● Flexible spending account or high-yield HSA.
● Employee assistance programs.
● KIPP also offers the following employee-paid benefits: legal plans, LifeLock identity protection, life insurance and disability insurance.

EEO:
KIPP Texas is an Equal Opportunity Employer. KIPP Texas ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation, or disability. Any individual needing assistance in making an application for any opening should contact the Talent Team.

Federal law requires employers to provide reasonable accommodation to qualified individuals with disabilities. Please tell us if you require a reasonable accommodation to apply for a job or to perform your job duties. Examples of reasonable accommodation include making a change to the application process or work procedures, providing
documents in an alternate format, using a sign language interpreter, or using specialized equipment.