Academic Support Coordinator

Academic Support Coordinator

The Academic Support Coordinator oversees literacy intervention systems, MTSS implementation, and academic support services across K–5 while providing direct intervention, coordinating support staff schedules, and supporting student academic success across elementary and secondary levels.

Values

The core values of Divine Savior Academy are the following:

• Walk with God: I follow Jesus in all areas of my life and am active in a Christian community.

• Lead with a servant's heart: I find ways to positively influence and help those around me. 

• Thrive through cooperation: I choose to work with others towards a common goal, so we can go further together.

• Practice a growth mindset: I see my challenges as opportunities to learn and believe I can improve over time.

• Live boldly and confidently: I trust God has a good plan for me, so I take big chances and try new things.

Duties

MTSS & Intervention Leadership (K–5)

• Coordinate and oversee the implementation of MTSS structures across K–5.

• Identify students in need of Tier 2 and Tier 3 support through academic notification forms, teacher consultation, classroom observations, and data review.

• Design and implement Tier 2 and Tier 3 intervention plans based on student needs and instructional data.

• Monitor intervention effectiveness and adjust instructional strategies based on student progress.

• Lead student support discussions with teachers to determine appropriate interventions and instructional adjustments.

Direct Intervention & Instruction

• Provide direct Tier 2 and Tier 3 reading interventions for students requiring additional academic support.

• Plan and deliver structured literacy interventions using programs such as SIPPS, sets instruction, QuickReads, and individualized instructional supports.

• Develop lesson plans and instructional materials tailored to student needs in phonics, fluency, comprehension, and foundational literacy skills.

• Monitor student progress within intervention groups and adjust instruction accordingly.

• Support classroom teachers by assisting with Tier 2 groups when additional instructional support is needed.

Instructional Coaching & Curriculum Support/Implementation

• Support the implementation of foundational literacy programs including SIPPS and Collaborative Classroom resources across grade levels.

• Maintain a deep understanding of the K–5 literacy curriculum to support instructional alignment and effective implementation.

• Provide instructional guidance and modeling for small group instruction, reading rotations, and differentiation strategies.

• Support teachers and paraprofessionals with the implementation of literacy instruction and intervention programs.

• Conduct classroom observations and provide instructional feedback related to literacy practices and intervention strategies.

• Share instructional recommendations following curriculum coaching visits.

• Coordinate logistics and communication for literacy-related initiatives such as coaching visits and Collaborative Classroom events.

• Support teachers in administering placement assessments and monitoring student progression through reading sets.

• Lead retesting and regrouping efforts to ensure students receive instruction aligned with their current skill levels.

• Support teachers with effective use of Collaborative Classroom digital tools and resources, including CCPal.

Data Analysis & Academic Monitoring

• Collect, analyze, and organize literacy data (set placements, MAP fluency, intervention progress, reading levels).

• Maintain and consolidate data from multiple sources (CCC portal, grade-level spreadsheets, teacher reports, MAP).

• Identify trends in student performance to guide instructional decisions and intervention priorities.

• Provide reports and data summaries for administration as requested.

Scheduling & Resource Coordination

• Develop and maintain schedules for academic support services across grade levels.

• Coordinate schedules for:

  • Academic Support Teachers

  • ELL pull-out services

  • Title I tutoring

  • Tier 2 and Tier 3 intervention groups

  • Paraprofessional support within classrooms

• Adjust schedules as needed to respond to student needs, staffing changes, and intervention priorities.

Parent Communication & Student Support Coordination

• Communicate with parents regarding intervention plans.

• Notify families when students begin Tier 3 intervention and communicate program expectations and associated fees.

• Respond to academic notification forms submitted by teachers and determine appropriate next steps.

• Observe students in classrooms to better understand academic or learning concerns.

• Meet with teachers to discuss student concerns, instructional strategies, and possible interventions.

• Participate in or support parent meetings regarding student academic progress and intervention plans.

• Recommend further evaluation or additional support when students show limited response to intervention.

Professional Collaboration & Staff Support

• Collaborate with administrators, deans, and teachers to address student academic concerns and plan support strategies.

• Coordinate with paraprofessionals and support staff to structure intervention and instructional support.

• Provide guidance to staff regarding instructional strategies, intervention practices, and progress monitoring.

• Participate in planning meetings related to literacy instruction, intervention structures, and academic support initiatives.

ELL Program Coordination

• Conduct WIDA testing and English language proficiency assessments for student placement.

• Coordinate ELL pull-out schedules and small group instruction.

• Monitor progress of students receiving ELL services and communicate with teachers regarding accommodations and instructional support.

• Communicate with families regarding ELL placement and program participation.

Secondary Academic Support

• Provide academic support for high school students during the Flex period.

• Work with students who are failing courses to provide structured academic support and accountability.

Requirements 

• Bachelor’s degree in Education, Literacy, or a related field 

• 3–5 years of teaching experience, typically in elementary (K–5) literacy instruction.

• Demonstrated experience with intervention frameworks such as Multi-Tiered System of Supports (MTSS).

• Strong background in teaching foundational literacy and implementing evidence-based reading interventions.

• Experience using student data to drive instruction and monitor academic progress.

• Exemplary Christian role model who lets his or her “light shine”

Physical Requirements

• Ability to stand, walk, and move around classrooms for extended periods.

• Ability to sit for periods of time while planning, meeting, or analyzing data.

• Ability to lift and carry instructional materials (typically up to 15–25 lbs).

• Ability to bend, reach, and kneel when working with students.

• Ability to use a computer and other instructional technology for extended periods.

Reports to:

• Principal