LITERACY INTERVENTIONIST (2024-2025 SCHOOL YEAR)

KEY ROLES & RESPONSIBILITIES

The primary function of the Literacy Interventionist is to help students develop proficient reading skills that will contribute to their academic growth. 

• Literacy  interventionists work extensively with students to help them improve specific reading skills such as letter-naming, initial sounds, phoneme segmentation, fluency, and comprehension strategies (75%)

• Interventionists work with teachers to design methods of learning that are most appropriate for each child (25%)

• Interventionists participate in the school’s ILT and lead the Literacy Needs Assessment diagnostic and response.

• Interventionists work with the community engagement coordinator to bring various literacy support to families and the community including family literacy nights, reading at home courses for families, and other activities to strengthen parental involvement. 

• Implement interventions and write lesson plans detailing methods and materials. 

• Report student progress to stakeholders regularly. 

• Assist in the evaluation of ongoing programs and make recommendations for change. 

• Assist teachers and other administrators and/or supervisors in implementing the school tier 1, 2, and 3 reading programs (iReady, Lexia, Wilson)

• Help teachers diagnose reading strengths and weaknesses and match these skills with appropriate techniques and materials. 

• Keep the parents informed monthly as to the purposes and progress of the reading program. 

• Promote interest in reading. 

• Work with HO Network Intervention Lead weekly on campus and monthly at the HO for professional development and program coordination. 

• Work with classroom teachers to monitor student progress and plan towards individualized student reading growth outcomes. 

• Support the culturally-responsive, anti-bias and anti-racist mission of the school. 

• Participate in trimester Equity Audits or other observations with the HO Curriculum and Assessment Team

Additional Job Details: 

• Interventionists report for ten months, but with stipend opportunities for onboarding and professional development in mid-July.

• Interventionists will work with approximately 6-10 students at a time, meeting with approximately 3-4 groups a day, in pull-out small group instruction during school designated times. (Note: Students in these intervention groups can forgo iReady and Carmel Hill reading time as needed).

• Interventionists meet in Professional Learning Communities on the 4th Wednesday of the Month from 12:30-3:30pm. 

• Approximately once every other week, interventionists have a 1:1 meetings during their planning time with HO Network Intervention Lead.

• Interventionists are a part of the school teams, but are NOT permitted to do the following in normal conditions: 

  • Serve as a substitute teacher, principal designee, hall monitor, teacher aid, advisor, etc. 

  • Provide teacher coaching, lesson planning feedback or other administrative coaching duties

  • Work beyond morning/afternoon duty and lunch duty

  • Provide grades for intervention coursework

  • Cannot serve as ReadAct SAL, but can help with implementation and completion of plans

• Interventionists are permitted to do the following in normal conditions: 

  • Have intervention times assigned, but should be flexible due to the nature of student reading growth

  • Can participate in MTSS processes in person or in writing when time does not permit 

  • Work on ReadAct plans in conjunction with the classroom teacher

• Interventionists are coached and evaluated by the HO Network Intervention Lead for year 1; the HO Network Intervention Lead works with school directors to determine a partnership for professional growth and development. 

MINIMUM QUALIFICATIONS

• Must possess additional education and/or credentials in best practices for providing literacy intervention to secondary students. 

• Bachelor’s degree required; 

• Training in the science of reading is required (can be done upon accepting position)

IDEAL QUALIFICATIONS

• Master’s Degree in English, Literacy or equivalent preferred

• SpEd or ELA-E/CLDE certification preferred

• Background with intervention programming and administering diagnostic assessments is preferred   

• 3-5 Years Teaching experience preferred.

WHO WE ARE

At DSST Public Schools, we are proud to be the largest and highest-performing network of public charter schools in Denver and Aurora with 100% of our students having been accepted into college or post secondary programs since our inception in 2004. When you join DSST, you play a part in ensuring ALL students at our 16 schools have access to a transformational and joyful education. We encourage you to visit our to learn more about why we’ve been selected as the 2018 Broad Prize Winner and as a Denver Post “Top Place to Work”. 

Not interested right now but might be in the future, or want to learn about other positions? Complete our to connect with a member of our Talent Team.

INTERVIEW EXPECTATIONS

For most of our positions, we hire on a rolling basis. Therefore, we recommend that you submit your application as soon as you are able! You can learn more about what to expect in our interview process. 

TOTAL REWARDS

At DSST, we know that our people are the greatest asset we have in reaching our mission of eliminating educational inequity. We work hard to build a work culture that allows our staff to not only feel fulfilled by the work they do but also feel supported to live a joyful, healthy life. We want this work to be your life’s work. and to learn how we deliver on our commitment to the human condition. 

Some Highlights:

• Excellent Healthcare Plan: We encourage you to check out our to see the ways we are committed to the wellness of our staff. We are always looking to improve how we care and, through staff feedback, we’ve been able to implement innovative new benefits such as Fertility Benefits as well as staffing a Mental Health Counselor that is dedicated solely to DSST Staff. 

• Time Off: DSST Staff enjoy + paid PTO (from Day 1!)

• Career Development: In addition to weekly coaching from a designated coach, you’ll have access to internal training and development pathways designed by our Professional Development & Training Team as well as external development opportunities. 

REFERRAL

Know someone who would be a great fit? Refer them! Anyone can refer a candidate and we offer a $500 referral bonus for every successful referral. 

EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION

DSST Public Schools is proud to be an Equal Opportunity Employer and does not exclude participation in, deny benefits to or discriminate on the basis of, race, color, religion, National origin, sex (including pregnancy and related conditions, sexual orientation, or gender identity), Age (40 and older), Disability, Genetic information (including employer requests for, or purchase, use, or disclosure of genetic tests, genetic services, or family medical history), retaliation for filing a charge, reasonably opposing discrimination, or participating in a discrimination lawsuit, investigation, or proceeding in admission or access to, or treatment or employment in its programs and activities. 

PHYSICAL DEMANDS

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. While performing the duties of this job, the employee is regularly required to talk and hear. This position is active and may require standing, walking, bending, kneeling, stooping, and crouching throughout the day. The employee must lift and/or move items up to 30 pounds. The employee must have sufficient hand, arm, and finger dexterity to operate a computer keyboard and other office equipment. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.