WES SRBI Literacy Teacher K-4

About the Role

The K-4 Reading SRBI Teacher provides intensive, targeted, evidence-based literacy intervention to students requiring supplemental support within the district SRBI and MTSS framework. This position is designed for an educator who believes every student can become a successful reader and has the skill, urgency, persistence, and demonstrated track record to make that belief a reality.

The successful candidate will work collaboratively with classroom teachers, administrators, specialists, families, and the district student support team to identify students requiring additional support, provide targeted evidence-based intervention, monitor progress frequently, and adjust instruction until students succeed.

This is not a position for an educator seeking smaller instructional groups under the assumption that the work will be "easier." Rather, it is for an exceptional teacher who embraces the responsibility and intensity of intervention work, inspires students and colleagues, and demonstrates measurable, accelerated gains in student performance.

Responsibilities

• Provide high-quality Tier II and Tier III reading intervention to students in grades K-4.
• Use multiple sources of assessment and progress monitoring data to identify specific skill deficits and determine appropriate interventions.
• Deliver explicit, systematic, diagnostic, and responsive reading instruction aligned with the Science of Reading and current evidence regarding effective literacy instruction.
• Demonstrate expertise in foundational literacy skills, including phonemic awareness, phonics, decoding, encoding, fluency, vocabulary, language development, and comprehension.
• Establish clear, measurable growth goals for students receiving intervention and progress monitor students frequently.
• Maintain clear evidence demonstrating whether interventions are producing the intended results.
• Analyze student performance by individual student, skill, standard, intervention, and instructional strategy.
• Respond rapidly when students are not progressing by intensifying, modifying, or redesigning interventions based on student response and evidence.
• Maintain organized and accessible intervention records documenting baseline performance, intervention strategies, frequency and duration of services, progress monitoring results, instructional adjustments, and student outcomes.
• Collaborate closely with classroom teachers to ensure intervention complements and strengthens Tier I classroom instruction.
• Participate actively in SRBI and MTSS meetings and contribute meaningful data and recommendations regarding student needs and next steps.
• Provide teachers with practical strategies that can be reinforced during core classroom instruction.
• Communicate clearly with families regarding student strengths, areas of need, interventions being provided, progress, and recommended next steps.
• Develop strong relationships with students while maintaining exceptionally high expectations for their achievement.
• Create an intervention environment in which students experience success, build confidence, and develop a strong identity as readers.
• Participate in professional learning, collaborative data analysis, instructional rounds, coaching, and other continuous improvement activities.
• Perform other duties related to literacy intervention and student achievement as assigned by the administration.

Requirements

The fundamental question for this position is: Are students becoming stronger readers because of the intervention they are receiving? Success will be measured by student growth and the effectiveness of the instructional response provided to each learner.

• Appropriate Connecticut educator certification or eligibility for certification applicable to the position.
• Demonstrated knowledge of scientifically based reading instruction and intervention.
• Strong understanding of early literacy development and the progression of foundational reading skills.
• Knowledge of SRBI and MTSS structures, intervention design, diagnostic assessment, and progress monitoring.
• Ability to interpret student achievement data and translate data into immediate instructional action.
• Strong communication, collaboration, organizational, and problem-solving skills.
• Evidence of measurable impact on student reading outcomes, including:
  • Student growth data demonstrating significant improvement over time.
  • Evidence that students moved from below benchmark toward or beyond grade-level expectations.
  • Successful outcomes with students who had previously demonstrated limited response to intervention.
  • Examples of how assessment data identified a specific reading deficit and led to a successful change in instruction.
  • Progress monitoring evidence demonstrating the effectiveness of interventions implemented.
  • Examples of interventions that initially did not work, the adjustments made, and the subsequent student results.
  • Evidence of successfully collaborating with classroom teachers to strengthen student outcomes beyond the intervention setting.
  • Evidence that instructional decisions were driven by student need rather than rigid adherence to a particular program.

Preferred Qualifications

• Demonstrated success providing intensive reading intervention in grades K-4.
• Expertise in structured literacy and evidence-based approaches aligned with the Science of Reading.
• Experience providing Tier II and Tier III intervention.
• Experience administering and interpreting universal screening, diagnostic, and progress monitoring assessments.
• Experience using student data systems to monitor growth and intervention effectiveness.
• Experience working collaboratively within an SRBI and MTSS problem-solving team.
• Demonstrated ability to accelerate the progress of students performing significantly below grade-level expectations.

Working Conditions

The K-4 Reading SRBI Teacher will work primarily within an elementary school environment, providing instruction to individual students and small groups throughout the school day. The position requires frequent collaboration with classroom teachers, specialists, administrators, and families, as well as participation in SRBI and MTSS meetings, data teams, professional learning, and other collaborative structures.

The successful candidate must be comfortable working in a high-expectations, collaborative, data-informed environment where educators continuously examine student outcomes, reflect upon instructional effectiveness, receive feedback, and adjust practice in response to evidence.

This position is ideal for an educator who believes data help determine whether what we are doing is actually working for children.