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POSITION SUMMARY:

The Coordinating Supervisor of Reading Intervention provides direct support to school leadership, MTSS teams, and teachers in response to Senate Bill 48 which requires the school District to identify, monitor, and support students in grades K-3 who demonstrate characteristics of or who have been diagnosed with Dyslexia. The Coordinating Supervisor of Reading Intervention will be responsible for monitoring the team of teachers who provide direct instruction to students in the general education setting who meet the diagnostic criteria for Dyslexia, and also works directly with school-based teams to provide technical assistance with progress monitoring and intervention implementation.  This position reports to the Director of Student Behavioral Health and Well-Being. 

KEY RESPONSIBILITIES:

Provides direct technical support to the school team by conducting regular training sessions, observations, and consultation with administrators and school MTSS teams. Supports the team of Reading Intervention Teachers by utilizing progress monitoring data to provide direct support to identified students through the structured Dyslexia curriculum. Monitors the progress of students in the general education curriculum who require Dyslexia instruction at the District level and provides consultation to school teams.

Coordinates with the school-based MTSS teams and District leadership to facilitate the integration of the reading intervention process and the use of universal screening to guide interventions into the current MTSS practices. Tracks data and manages the referral of students within the MTSS process. Develops and maintains District reports and provides updated data from assigned schools and the District office.

Ensures that the team of teachers meets compliance, data collection, monitoring of intervention and progress monitoring data for Tier 2 and 3 students; including direct support and technical assistance.

Develops and conducts professional development activities regarding modification techniques that can be utilized by classroom teachers to address academic deficits that relate to serving students diagnosed with Dyslexia.

Assists instructional staff with development of instructional strategies/techniques and interventions for students who have characteristics of Dyslexia.

All other duties, as assigned and required, in order to perform the above services.

KEY JOB REQUIREMENTS:

Master’s degree or higher in education or content area associated with area of responsibility required. 

Minimum of five (5) years of teaching experience required.

Makes recommendations or decisions which usually affect the entire department/school.

GaPSC certification at Level 6 or higher and content area specialization required. Reading or Dyslexia endorsement required. Completion of Georgia Learns Science of Reading (SOR) module required.

Varied; the supervisor is available to review established broad objectives; independent judgment is required.  

Requires regular, frequent contact with internal personnel of influence and decision-making responsibility to discuss issues of moderate importance; requires communication with school administrative personnel.

Requires regular, frequent contact with external personnel of influence and decision-making responsibility to discuss issues of moderate importance (i.e., different constituencies: external agencies, parents, community, etc.).

Responsible for multiple functions in developing solutions with a high-level of accountability for effective operations and results.

Applies, recommends, and implements technology to improve the effectiveness of school operations. 

Constantly (daily) responsible for the welfare of others.

Normal classroom/school setting.

Will require travel to off-site training locations and school site visits.

Light duty - On most occasions sitting at a desk or table; intermittently sitting, standing, or stooping.  

Light lifting or carrying; twenty (20) lbs. or less.

NOTE: This is a Grade 29, 225-day position that pays for experience up to a Step 8.