Literacy MTSS Coordinator (Secondary 6-12)

Job Title: Literacy MTSS Coordinator (Secondary 6-12)

     NOTE: Comprehensive Literacy State Development Grant (CLSD funded) through 2028-2029 School Year. Position will officially be hired and employed through the ESC of Central Ohio, but full-time at Whitehall City Schools

Reports to: Director of Secondary Education 

Job Description:

• Whitehall City Schools is seeking a highly skilled and passionate Literacy MTSS Coordinator to lead the implementation, monitoring, and continuous improvement of a comprehensive, evidence-based literacy framework aligned with Ohio's Plan to Raise Literacy Achievement and the requirements of the Comprehensive Literacy State Development (CLSD) Grant.
• This position is responsible for ensuring the effective integration of Multi-Tiered System of Supports (MTSS) for literacy across 6-12, strengthening Tier 1 core instruction, supporting intervention systems (Tiers 2 & 3), and building educator capacity grounded in the Science of Reading.
• The Literacy MTSS Coordinator will work collaboratively with district and building leaders to ensure that all students—especially those identified as at-risk, including students with Reading Improvement and Monitoring Plans (RIMPs)—receive high-quality, equitable literacy instruction and intervention.

Qualifications: 

• Ohio Professional License with a minimum of 5-years teaching experience at the secondary level with demonstrated expertise in literacy instruction
• Masters degree in Literacy, Intervention, or another appropriate educational field preferred.
• Extensive knowledge of the Science of Reading
• Comprehensive understanding of Ohio's Integrated MTSS Framework and the continuum of supports
• Proven understanding of data collection, analysis and use to support effective instruction.
• Strong communication and organizational skills
• Ability to lead change and build staff capacity
• Skilled in coaching, facilitation, and adult learning
• Experience with:
  • Structured literacy approaches (e.g., Orton-Gillingham, phonics-based instruction)
  • Secondary literacy frameworks (e.g., disciplinary literacy, adolescent literacy interventions)
  • Programs such as Keys to Literacy, REWARDS, iReady, or similar

Job Responsibilities: 

• Oversee professional learning, development, and implementation of effective MTSS teams and processes within the building.
• Assist the teams in sustaining effective systems of assessment, instruction, and intervention
• Help build capacity for buildings to identify and serve struggling learners.
• Analyze district, building, and student-level literacy data (e.g., screening, diagnostics, OELPA, iReady, STAR, etc.)
• Lead root cause analysis to identify barriers to literacy achievement
• Support teams in using data to adjust instruction and interventions
• Monitor progress toward district literacy goals and MTSS effectiveness
• Examine Tier 1 and Tier 2 instructional and intervention practices to provide English Learners and SWD high-quality Tier 1 instruction in addition to the support they may receive from the EL program or Special Education.
• Participate on the district level Whole Child-IMTSS team
• Build capacity of building MTSS teams to effectively implement processes and tiered instruction informed by the Ohio Improvement Process.
• Attend all required trainings
• Ensure full implementation of all CLSD grant requirements, including:
  • Use of evidence-based literacy practices aligned to the Science of Reading
  • Implementation fidelity monitoring systems
  • Professional development aligned to literacy improvement goals
  • Data collection, reporting, and evaluation measures
• Collaborate with district leadership to meet all reporting deadlines and grant deliverables
• Support sustainability planning for literacy initiatives beyond the grant period
• Collaborate with:
  • Building principals and leadership teams
  • Intervention specialists and EL/ESL staff
  • Curriculum leaders and instructional coaches
• Communicate clearly with stakeholders regarding literacy initiatives, expectations, and outcomes
• Support family and community engagement in literacy initiatives

Working Conditions / Physical Demands

• Occasional exposure to blood, bodily fluids, and tissue.
• Excellent observation and communication skills.
• May perform strenuous tasks, such as lifting, when working with students.
• Support for students with behavioral and management needs.
• Frequent interaction with a diverse population of students, staff, and families.

Evaluation

Performance will be evaluated in accordance with Board policy and provisions of the collective bargaining agreement, ensuring alignment with district goals and expectations.