Read to Achieve (RTA) Coach/Interventionist - Cravens Elementary - (2026/2027 school year)

JOB CLASS: 2040

JOB TITLE:  Read to Achieve (RTA) Coach/Interventionist

REPORTS TO: Principal 

REQUIREMENTS:

1. Valid Kentucky Teacher Certificate 
2. Rank II or higher
3. Five or more years of certified primary/intermediate literacy teaching experience
4. Classroom instruction, assessment practices, and professional interactions reflecting current research-based practices and a desire for continuous learning

PROFESSIONAL LEARNING REQUIREMENTS FOR LITERACY COACH:

1. Intensive professional learning on the KAS for reading and writing utilizing resources from www.kystandards.org
2. Intensive professional learning in the science of reading, including LETRS and UFLI training. 

JOB DESCRIPTION:

The literacy coach will improve reading and writing teaching practices by working with teachers in their classrooms:

• observing and providing feedback to them;
• modeling appropriate evidence-based instructional practices;
• conducting workshops or institutes;
• establishing professional learning communities; and
• ensuring high-quality instructional resources are aligned with the science of reading and Kentucky Academic Standards for Reading and Writing in order to meet the needs of primary students and other students who are struggling to meet grade-level standards in reading.
• building knowledge in understanding the cognitive processes and skills involved in learning how to read
• implementing the essential components of reading, including instruction in phonics, phonemic awareness, fluency, vocabulary and comprehension
• implementing high-quality, grade-level instruction and assignments aligned to the KAS for Reading and Writing: 
• Foundational Skills Strand; and 
• Reading Literature, Reading Informational Text, Composition and Language Strands; and
• identifying students (K-3) reading significantly below the grade-level benchmark (at risk) as indicated by the universal screening and diagnostic assessment data.
• collecting, reviewing and monitoring student progress data with fidelity to make instructional decisions for learning acceleration. 
• In conjunction with the school principal, carry out the duties of the RTA grant as outlined in the RTA Assurances.

KNOWLEDGE OF: 

1. Best practices in instruction.
2. Demonstrates leadership skills regarding coaching adult learners
3. The capacity to design professional learning aligned to the characteristics of High Quality Professional Learning
4. The ability to determine whether instructional resources are aligned to the science of reading and KAS for Reading and Writing and the ability to support teachers with next instructional steps
5. Kentucky Academic Standards for Reading and Writing 
6. Kentucky’s accountability system
7. Analyzing school/student data to make data-driven decisions

ESSENTIAL FUNCTIONS, DUTIES AND RESPONSIBILITIES: 

Responsibilities in year one and two of grant: 

1. Serve on the School Literacy Team and MTSS team to help align the school's systems, data, and practices to the essential six elements of KYMTSS in order to provide reliable and valid data to the KDE thrice yearly via the assessment tab in Infinite Campus.
2. Provide more detailed information about individual students to inform next steps for instruction or intervention.
3. Provide guidance on diagnostic assessment, intervention selection, implementation fidelity, and progress monitoring for tier two and tier three services.
4. Meet regularly (at least once per month) with the school principal to address the school's literacy vision and the coach's work (the coach will not evaluate classroom teachers).
5. Submit a detailed schedule to the KDE for feedback and approval each fall.
6. Be evaluated by and report to the school principal.
7. May not serve as a substitute teacher or classroom teacher.
8. Assist in the planning and implementation of family involvement activities, ensuring that families receive high quality literacy resources/guidance to aid their child. 
9. Complete LETRS training (year 1: modules 1-4, year 2: modules 5-8).
10. Collaborate regularly (at least quarterly) to ensure a highly effective library media program. 
11. Ensure written quarterly progress reporting to a parent or guardian of any student subject to a reading improvement plan.  Also ensure that parents receive appropriate Read at Home plans. 
12. Complete and submit any reporting to the KDE as deemed required by the RTA grant assurances, including, but not limited to data entry within the intervention tab of the KSIS.

Responsibilities in year one of the grant:

1. Develop a shared vision with the school on what literacy teaching will look like for the students that the school serves. The shared vision must include plans to focus on the science of reading and KAS for Reading and Writing and how students learn to read, actively engage teachers in understanding of teaching foundational literacy skills, KAS for Reading and Writing, and evidence-based instructional practices in reading, coach teachers in cycles of planning (minimum of 6 K-3 teachers), observation, feedback, and reflection, and facilitate collaborative teacher interaction addressing the models of instructional practice.
2. Collaborate with teachers for planning.
3. Co-facilitate professional learning aligned to the school's literacy vision.
4. Ensure instructional resources are aligned to the science of reading and KAS for Reading and Writing. 
5. Spend at least 50% of the instructional day in classrooms to improve literacy teaching practices by working with teachers with the remainder of the day spent in acceptable activities (collaborative planning, lesson study, participating in/co-leading professional learning, serving on MTSS team, and family engagement).
6. Complete training in UFLI and a minimum of modules 1-4 of LETRS. 

Responsibilities in year two of the grant and beyond:

1. Continue to refine the shared vision with the school on what literacy teaching will look like for the students that the school serves.  The shared vision must include plans to focus on the science of reading and KAS for Reading and Writing and how students learn to read, actively engage teachers in understanding of teaching foundational literacy skills, KAS for Reading and Writing, and evidence-based instructional practices in reading, coach teachers in cycles of planning (minimum of 6 K-3 teachers), observation, feedback, and reflection, and facilitate collaborative teacher interaction addressing the models of instructional practice.
2. Collaborate with teachers for planning.
3. Lead school-wide professional learning aligned to the school-wide literacy vision.
4. Spend at least 50% of the instructional day in classrooms to improve literacy teaching practices by working with teachers with the remainder of the day spent in acceptable activities (collaborative planning, lesson study, participating in/co-leading professional learning, serving on MTSS team, and family engagement).
5. Complete LETRS training in its entirety. 

ANNUAL EVALUATION OF THE GRANT:

Per KRS 158.844, the Kentucky Board of Education administrative regulations shall "establish the minimum annual evaluation process for each grant recipient." The role of the literacy coach is to improve literacy teaching practices in support of the school's literacy vision. Evaluating work that is designed to have an impact at various levels across the school community will require the collection of data that examines the influence of the literacy coach at each of the following levels:

1. Student data: Longitudinal performance data and comparative progress data, evaluation of progress data, and formative, diagnostic, summative assessment results.
2. Teacher data: Evaluation of evidence-based instructional practices.
3. School-wide data: Description and evidence of family involvement, evidence of principal involvement, reflection on school literacy vision and next steps, action plan for improvement, and evidence of sustainability.

WORK ENVIRONMENT:

Indoor, environmentally controlled.  Typical office environment including but not limited to telephones, personal interruptions, background noises.  May require working with or near the public, parents, and children and will be subject to sounds, scents, and other related environmental factors.  This position will require dealing with conflict and requires use of sound judgment.

Physical Demands: (example)

1. Light lifting
2. Sitting for long periods of time
3. Hand and finger dexterity
4. Repetitive movement
5. Standing and walking intermittently throughout a typical work day

Travel Requirements: (Frequency and Duration)

1. Less than 10% out of district
2. Daily as needed within district boundaries

EVALUATION JOB PERFORMANCE: 

Performance of this job will be evaluated in accordance with provisions of the Board's policy on Certified Evaluation Plan.  The evaluation will be conducted by the Principal. 

OTHER FACTORS: 

1. Contract year:  2026/2027
2. Certified salary schedule
3. Contract for 187 days
4. Certified Benefits 
5. Exempt Status

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, and responsibilities may be altered to meet the needs of the district.

Equal Education and Employment Opportunities M/F/D

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of Certified Personnel.