Job Description

Job Title: Instructional Support Specialist – Title I Supplemental School Improvement (SSI) Grant Teacher Salary Schedule

Salary Placement: The intent is to compensate the successful candidate using the Non-Degree/Bachelor's Degree salary column. A bachelor's degree is not required for this position. However, the successful candidate should possess the additional experience and qualifications necessary to perform the responsibilities of this grant-funded position.

Position Duration: This is a one-year, grant-funded position. Continuation beyond the initial year is contingent upon the availability of grant funding.

Must be able to support students in reading.

The Instructional Support Specialist supports the implementation of the district's Integrated Multi-Tiered System of Supports (iMTSS) by providing supplemental evidenced-based literacy instruction and intervention to students identified for Tier 2 and Tier 3 support in schools identified for Comprehensive Support and Improvement (CSI) and/or identified student subgroups in Additional Targeted Support and Improvement (ATSI) schools through Ohio's Title I Supplemental School Improvement (SSI) Grant. Under the supervision of licensed instructional staff, the paraprofessional assists in implementing evidence-based literacy interventions designed to accelerate reading achievement for students performing below grade-level expectations, particularly students from low socioeconomic backgrounds and other historically underserved populations.

This position provides supplemental instructional support and does not replace core reading instruction or services required by the district.

Essential Duties and Responsibilities

Literacy Intervention Support

• Deliver teacher-directed, evidence-based reading intervention activities to individual students and small groups receiving Tier 2 and Tier 3 supports.
• Reinforce literacy skills taught through approved intervention programs, including phonemic awareness, phonics, fluency, vocabulary, and reading comprehension.
• Support implementation of structured literacy practices aligned to the Science of Reading and district-approved intervention programs.
• Provide additional guided practice opportunities to help students master targeted literacy skills identified through screening and diagnostic assessments.
• Assist students in applying reading strategies during intervention sessions and independent practice.

Progress Monitoring and Data Collection

• Administer literacy screening, progress-monitoring, and intervention assessments under the direction of licensed staff.
• Maintain accurate records of student participation, intervention attendance, and progress-monitoring data.
• Assist intervention teachers and reading specialists in organizing and analyzing student performance data to inform instructional decisions.
• Monitor student engagement and provide timely feedback to intervention staff regarding student progress and instructional needs.

MTSS and School Improvement Support

• Support implementation of Tier 2 and Tier 3 interventions within the district's Multi-Tiered System of Supports (iMTSS).
• Collaborate with reading specialists, classroom teachers, intervention teachers, instructional coaches, and administrators to support school improvement goals focused on literacy achievement.
• Assist with preparing instructional materials and intervention resources needed for literacy groups.
• Participate in professional learning related to evidence-based literacy instruction, intervention practices, and student engagement strategies.

Student Engagement and Support

• Foster positive relationships that encourage student confidence, motivation, and persistence in reading.
• Support regular attendance and active participation in intervention services.
• Help create a safe, supportive, and engaging learning environment that promotes literacy growth.

Compliance and Professional Responsibilities

• Maintain confidentiality of student records and assessment data.
• Follow district policies and all applicable Title I and SSI Grant requirements.
• Perform other grant-aligned supplemental duties as assigned.

Qualifications

Required

• Completion of at least 2 years of study at an institution of higher education (defined as 48 semester hours or 72 quarter hours verified by college transcripts from an accredited institution of higher education); or an Associate's Degree or higher in a related field.
• Knowledge of and the ability to assist with struggling readers and students from diverse backgrounds.
• Strong communication, organizational, and interpersonal skills.

Preferred

• Associate degree or higher.
• Experience working in elementary literacy programs or reading intervention settings.
• Knowledge of structured literacy practices and the Science of Reading.
• Experience collecting and maintaining student progress-monitoring data.
• Experience supporting intervention programs such as UFLI, Orton-Gillingham-based instruction, or other evidence-based literacy interventions.

Performance Expectations

• Fidelity of implementation of Tier 2 and Tier 3 reading intervention supports.
• Accuracy and timeliness of progress-monitoring data collection.
• Student participation and engagement in intervention services.
• Collaboration with intervention staff and classroom teachers.
• Contribution to improved literacy outcomes and student growth as identified through district and state assessment measures.

Expected Outcomes

• Increased percentage of students meeting literacy growth goals.
• Increased percentage of students exiting Tier 2 and Tier 3 interventions.
• Improved student performance on district literacy assessments and progress-monitoring measures.
• Increased fidelity of intervention implementation.
• Improved reading proficiency among identified ATSI student groups.

This is a one-year position that may continue based on grant funding.