Reading Interventionist

Reading Interventionist

QUALIFICATIONS:   

1. Must comply with all employment criteria legally established by the Lee County Board of Education.
2. Possession of a valid Alabama Professional Educator Certificate.
3. Possession of a valid Alabama professional educator certificate in Elementary Education (K-6), Reading Specialist, or Collaborative Education (K-6) is preferred.
4. Bachelor’s Degree from an accredited college or university.
5. Master’s Degree or higher from an accredited college or university is preferred.
6. Demonstrated knowledge of evidence-based literacy instruction aligned to the Science of Reading (phonological awareness, phonics, fluency, vocabulary, and comprehension) and have LETRS certification. 
7. Knowledge of and experience with Alabama Literacy Act requirements, including student identification, intervention, and reporting procedures.
8. Five (5) years of successful experience as a classroom teacher is required.
9. Must meet the suitability criteria for employment as required by the Alabama Child Protection Act of 1999 and Act No. 2002-457.
10. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Background Check Required: (HB 402 ACT 99-361 Alabama Legislature) Upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation. 

FLSA STATUS:        Exempt

REPORTS TO:         Principal

JOB GOALS:           To provide targeted, evidence-based reading intervention that supports students in achieving grade-level proficiency in accordance with the Alabama Literacy Act, contributing to their overall academic success.

Essential Duties and Responsibilities Applicable to All Employees:

• Attend on a regular and predictable basis.
• Complete assigned tasks in a safe manner and in a constant state of alertness.
• Uphold Board policies, including the anti-harassment program.
• Work in a cooperative manner with students, teachers, staff, supervisors, and the public.
• Work effectively and efficiently under time and productivity standards.

Additional Expectations:

• Demonstrates proficiency in tiered instruction, differentiation, and intervention design
• Maintains confidentiality and professionalism in all student and staff interactions
• Actively contributes to school and district literacy goals and initiatives 

Essential Job Functions:

1. Report for duty fifteen minutes before the opening of school and remain fifteen
2. Deliver explicit, systematic, and data-driven reading interventions aligned to the Science of Reading, targeting foundational literacy skills including phonemic awareness, phonics, fluency, vocabulary, and comprehension.
3. Provide Tier III interventions within an MTSS/RTI framework, ensuring instruction is responsive to individual student needs when Tier I instruction is insufficient.
4. Utilize approved universal screeners and diagnostic assessments to identify student reading deficiencies and develop appropriate intervention plans.
5. Progress monitor students regularly using ALSDE-approved tools and adjust instruction based on data to ensure adequate student growth.
6. Collaborate with classroom teachers to analyze data, group students, and align intervention strategies with core instruction.
7. Develop and implement individualized intervention plans for students identified with reading deficiencies, including those with Reading Improvement Plans (SRIPs) as required by the Alabama Literacy Act.
8. Maintain accurate and timely documentation of student interventions, progress monitoring data, and communication in compliance with ALSDE guidelines.
9. Assist in the implementation and continuous improvement of the school’s comprehensive literacy plan, ensuring alignment with ALSDE guidance and state-approved curricula.
10. Provide ongoing support and coaching to teachers in evidence-based literacy practices, differentiation, and intervention strategies.
11. Communicate regularly with parents/guardians regarding student progress, intervention supports, and strategies for supporting reading at home, in alignment with Alabama Literacy Act parent notification requirements.
12. Collaborate with administrators, special education staff, and other support personnel to ensure coordinated literacy support across all tiers of instruction.
13. Participate in data meetings, problem-solving teams, and MTSS/RTI meetings to support student achievement and instructional decision-making.
14. Support the selection and effective use of high-quality instructional materials and intervention resources aligned with state guidance.
15. Promote a culture of literacy by encouraging student engagement, motivation, and a love of reading.
16. Remain current on ALSDE guidance, Alabama Literacy Act updates, and best practices in literacy instruction through ongoing professional learning.
17. Take all necessary and reasonable precautions to protect students and to safeguard all equipment, materials, and facilities.
18. Make reasonable provisions for being available to students and parents for education-related purposes outside the instructional day. Faculty and administration will mutually agree upon procedures for such conferences.
19. Work with other staff members in planning school activities, instructional goals, objectives, and methods.
20. Assist in the selection of books, equipment, and other instructional materials.
21. All teachers participate in extracurricular activities as mutually agreed upon by faculty and administration.
22. Attend and participate regularly in faculty meetings.
23. Maintain a professional, cooperative working relationship with parents and the community.
24. Promote good public relations for schools and the school system with the public.
25. Maintain and improve professional competence.
26. Perform other related duties during school necessary to the safe and effective operation of the school when requested by the principal.

ESSENTIAL PHYSICAL DEMANDS:

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

The employee must frequently lift and/or move a minimum of 20 pounds and occasionally lift and/or move a minimum of 25 pounds. Specific vision abilities required by this job include Close vision, Distance vision, Depth perception, and the ability to adjust focus. While performing the duties of this job, the employee is frequently required to communicate effectively in English, using proper grammar and vocabulary, stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; climb or balance and talk or hear. The employee is occasionally required to stoop, kneel, crouch, or crawl.

ENVIRONMENTAL DEMANDS:

The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all-inclusive. Exposure to a variety of childhood and adult diseases and illnesses.

Occasional exposure to a variety of weather conditions. Exposure to heated/air-conditioned and ventilated facilities. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment. Function in a workplace that is usually moderately quiet but that can be noisy at times.

MENTAL FUNCTIONS: While performing the duties of this job, the employee is frequently required to compare, analyze, communicate, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills and compile. Occasionally required to copy and negotiate.

EMPLOYMENT: This is a nine-month contract (187 days).  Based on the board-approved salary schedule.

EVALUATION: The performance of this job will be evaluated in accordance with provisions of the Board’s policy on the evaluation of Professional Personnel.

Salary : $48,629 - $96,819