Elementary Reading Interventionists - 1.0 and 0.6

POSITION:  Reading Interventionists - 1.0 and 0.6

LOCATION:  Kenowa Hills Elementary Schools

START DATE/CALENDAR: ASAP/2025-26

SALARY/BENEFITS: As outlined in KHEA Master Agreement

SUMMARY:

Kenowa Hills Public Schools is seeking dedicated Reading Interventionists to support elementary students in building foundational reading skills and closing achievement gaps. These positions are an essential part of our Multi-Tiered System of Supports (MTSS) framework and reflect the district’s continued commitment to early literacy and equitable access to instruction.

The district has openings for:

1.0 FTE Reading Interventionist

0.6 FTE Reading Interventionist

Both positions are grant-funded and supported by building-level instructional teams and leadership.

QUALIFICATIONS:

• Valid Michigan Teaching Certificate
  Reading or Literacy endorsement required; Masters preferred
• Demonstrated knowledge of early literacy development and instructional interventions
• Familiarity with assessment tools such as Acadience or i-Ready preferred
• Experience delivering small group instruction within an MTSS or RTI framework preferred
• Ability to collaborate effectively with classroom teachers, instructional coaches, and building teams
• Strong communication skills and commitment to data-informed decision-making
• Training in specific intervention programs (Orton-Gillingham, Reading Recovery, etc.) preferred
• Experience in LETRS, Really Great Reading, UFLI and Bookworms preferred

Essential Functions and Responsibilities

Instruction & Planning

• Prepare course objectives and outlines that align with curriculum guidelines and state/district requirements.
• Plan and conduct a balanced program of instruction that includes demonstration, guided practice, and independent work.
• Prepare instructional materials and organize learning environments to support daily lessons and interventions.
• Establish clear objectives for lessons, units, and interventions, and communicate these to students.
• Adapt instructional methods and materials to meet diverse learning needs, interests, and abilities.
• Provide targeted reading interventions to individuals and small groups using evidence-based strategies.
• Contribute to school-wide literacy initiatives and collaborate in the development of goals and instructional plans.

Assessment & Progress Monitoring

• Administer, score, and interpret assessments to evaluate student progress and inform instruction.
• Assign and grade classwork, homework, and assessments in accordance with district protocols.
• Monitor, document, and analyze student progress toward academic goals, particularly in reading.
• Maintain accurate records of student performance, attendance, and intervention services as required.
• Record information daily, weekly, monthly, yearly in PARS
• Annual reporting

Classroom & Student Support

• Establish and maintain a positive and structured classroom or intervention environment.
• Implement classroom management procedures consistent with building and district policies.
• Observe and support students’ academic, behavioral, social, and physical development.
• Communicate regularly with families and staff regarding student growth and needs.
• Collaborate with classroom teachers, MTSS teams, and other staff to align supports and enhance instruction.
• Participate in student support meetings, including MTSS/data teams, IEP meetings, and parent conferences.

Professional Responsibilities

• Reflect on instructional practices and participate in professional development to improve effectiveness.
• Participate in curriculum development, instructional reviews, and district initiatives.
• Comply with all district, state, and federal guidelines related to instructional delivery, record keeping, and student support.

PHYSICAL DEMANDS/WORK ENVIRONMENT:

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 the essential functions.

While performing the duties of this job, the employee is frequently required to walk, sit, use hands to handle or feel; reach with hands and arms, stoop, kneel, or crouch; talk or hear. The employee will occasionally lift and/or move up to 25 pounds.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.