Elementary Reading Intervention Specialist

Reading Intervention Specialist Responsibilities 

The Reading Intervention Teacher will instruct students at risk for reading failure in small groups as a supplement to their reading instruction in the Readers’ Workshop.  The Reading Intervention Teacher will use diagnostics, formative assessments, and summative assessments to design appropriate reading intervention for students in the areas of decoding, fluency, comprehension and spelling.  The Reading Intervention Teacher will have several programs available, including Wilson Language System and Fountas and Pinnell LLI program, to use with students, but may also use professional judgment to design and tailor interventions.  The Reading Intervention Teacher will report directly to the Principal of E. L. Haynes Georgia Avenue campus. 

Responsibilities include, but are not limited to:

• Conduct a variety of formal and informal assessments (including the DRA, Teachers College Assessment, fluency assessments, running records, Wilson Assessment of Decoding and Encoding, WIST) for students who are being considered for participation in reading intervention.  Compile and analyze all reading data (including DRAs, interim assessments, input from teachers) for individual students to pinpoint strengths and deficits.

• Use data analysis to determine which students should receive reading intervention and to design the appropriate intervention program (drawing from Wilson Language System, Wilson Just Words, LLI, other).
  
  
• Based on student reading levels and pacing expectations, set up appropriately matched intervention groups.  Create a schedule for groups that works with their classroom schedules. 

• Set ambitious goals for students in the pacing of their mastery of benchmark skills of the reading intervention program, and develop a plan for investing students in these goals.

• Design and implement engaging instruction for students in reading intervention groups using the Wilson Reading System or LLI scope and sequence and lesson plan templates with integrity.

• Use formative assessments and a student notebook system to track student progress in mastery of each student’s target reading skills.  

• Communicate regularly with general education teachers, ELL teachers, and inclusion teachers regarding students’ learning objectives and progress.
• Send weekly plans via email to all teachers who work with each student.
• Submit input for quarterly progress reports to all relevant teachers.
• Prepare updates on student progress and goals for IEP meetings of students with disabilities.

• Communicate regularly with students’ families about students’ learning objective and progress. 
• Create homework for students.
• Create and share activities for students to do at home with their families, including leveled reading, vocabulary and sight word lists.

• Conduct summative assessments to determine student progress at the end of the school year. 

• Support the literacy instruction and assessment of students as needed (e.g., participate in grade-level literacy planning meetings, support the administration of DC-CAS for students, etc.)

• Engage in professional reading about reading intervention to deepen practice. 

• Will have two or more years of teaching experience in an urban setting.  
• Be relentless about meeting the needs of every child in a diverse population.
• Be a strong classroom manager.
• Be an effective planner of standards-based units and lessons that include differentiated instruction. 
• Have experience with data-driven instruction. 
• Have a proven track record of being a strong team player.
• Be committed to his/her own learning and professional development.