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CLSD & RTI/MTSS Coordinator (2026-2027 School Year)

Southeast Island School District
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Nov 10, 2026
Elementary Teacher Secondary Teacher Special Education Teacher Full time

Position Title: Comprehensive Literacy State Development and Response to Intervention /Multi-tiered Systems of Support Coordinator (CLSD & RTI/MTSS Coordinator)

Location: Districtwide, Southeast Island School District, Alaska

Position Type: Certificated; Full-Time, Exempt (Grant-Funded)

Start Date: Immediately when filled and hiring requirements met

Salary: As determined by Collective Agreement

Reports To: Superintendent or designee

POSITION SUMMARY

The CLSD Literacy Coordinator / RTI-MTSS Coordinator is a certificated instructional specialist responsible for supporting districtwide literacy development, academic interventions, assessment, progress monitoring, and instructional improvement for Southeast Island School District. This position coordinates implementation of the district's Comprehensive Literacy State Development grant and the development and implementation of a comprehensive Multi-Tiered System of Supports and Response to Intervention framework across district schools.

The Coordinator works collaboratively with district administration, principals, teachers, paraprofessionals, special education personnel, families, and community partners to strengthen evidence-based instructional practices, improve literacy achievement, identify students requiring additional academic support, and support consistent and effective intervention practices across district schools.

Given the district's geographically dispersed rural schools, small student populations, and multigrade instructional settings, this position requires strong organizational skills, instructional leadership, flexibility, and the ability to coordinate services across multiple school sites.

The position requires substantial ongoing involvement in program planning, implementation, instructional support, assessment, professional development, grant coordination, and evaluation. The Coordinator is expected to provide active instructional leadership rather than serving solely in an administrative or reporting capacity.

QUALIFICATIONS

Required

  • Bachelor's degree in Education or a related field

  • Valid Alaska teaching certificate or ability to obtain

  • Experience providing literacy instruction, academic interventions, or instructional support

  • Knowledge of evidence-based literacy instruction, student assessment, and differentiated instructional practices

  • Ability to collaborate effectively with teachers, administrators, and other instructional personnel

  • Strong organizational, communication, and technology skills

Preferred

  • Master's degree in Literacy Education, Reading, Curriculum & Instruction, or a related field

  • Experience with structured literacy, the science of reading, and intervention programs

  • Experience with MTSS/RTI frameworks, universal screening, and progress monitoring

  • Experience using DIBELS or other literacy assessment tools

  • Experience with instructional coaching, professional development, or curriculum implementation

  • Knowledge of the Alaska Reads Act and related literacy requirements

  • Experience with grant-funded educational programs and reporting

  • Experience in rural Alaska, multigrade classrooms, and/or Alaska Native education settings

ESSENTIAL DUTIES AND RESPONSIBILITIES

CLSD Grant Implementation & Literacy Program Coordination

  1. Coordinate the implementation of SISD's approved CLSD literacy initiatives and activities.

  2. Develop and maintain annual implementation plans, program timelines, instructional priorities, and measurable literacy improvement objectives in collaboration with district administration and school staff.

  3. Coordinate CLSD-funded activities in alignment with the district's approved grant application, applicable federal and state requirements, and established performance measures.

  4. Coordinate the selection, acquisition, distribution, and implementation of supplemental literacy resources, classroom reading materials, intervention programs, and instructional subscriptions.

  5. Collaborate with the State and Federal Programs Coordinator to monitor grant expenditures, identify budget needs, prepare programmatic information for amendments, and complete required reporting.

  6. Maintain program implementation records, instructional documentation, professional development records, and evidence of progress toward grant objectives.

  7. Coordinate with the Alaska Department of Education and Early Development (DEED) regarding CLSD implementation requirements and program expectations.

  8. Review student achievement and implementation data to evaluate the effectiveness of CLSD-funded activities and recommend program improvements.

  9. Coordinate literacy-related activities involving schools, families, and community partners.

  10. Support the sustainability of successful literacy initiatives beyond the grant funding period.

Districtwide Literacy Instruction & Support

  1. Coordinate the implementation of evidence-based literacy instruction and interventions across applicable preschool through grade 12 programs.

  2. Support instruction in phonological awareness, phonemic awareness, phonics, decoding, fluency, vocabulary, reading comprehension, and written expression.

  3. Assist teachers in implementing structured literacy practices and scientifically based reading instruction.

  4. Identify districtwide literacy needs and develop strategies to address achievement gaps.

  5. Support literacy instruction for students performing below grade level, including older students with foundational reading difficulties.

  6. Assist teachers in selecting supplemental instructional materials, high-interest reading resources, decodable texts, and appropriate intervention programs.

  7. Promote culturally responsive literacy instruction incorporating Alaska Native literature, regional history, and locally relevant reading materials.

  8. Support literacy development in preschool and early elementary programs.

  9. Coordinate districtwide literacy initiatives, including family literacy activities, reading enrichment programs, and author or community literacy presentations.

  10. Collaborate with school staff to strengthen literacy instruction across content areas, including science, social studies, and career and technical education.

RTI/MTSS Program Development and Coordination

  1. Collaborate with teachers and administrators to develop, implement, and coordinate a consistent districtwide RTI/MTSS framework.

  2. Collaborate with teachers and administrators to establish procedures for universal screening, identification of academic needs, intervention planning, progress monitoring, and evaluation of student response to instruction.

  3. Provide instructional support for Tier 1 core instruction, Tier 2 targeted interventions, and Tier 3 intensive interventions.

  4. Work with teachers and administrators to identify students requiring additional academic support and determine appropriate intervention strategies.

  5. Coordinate intervention planning meetings and assist school teams in developing measurable student improvement goals.

  6. Develop and support implementation of consistent procedures for documenting interventions, monitoring student progress, and making data-based instructional decisions.

  7. Assist schools in developing intervention schedules and coordinating available instructional personnel and resources.

  8. Analyze and evaluate the effectiveness of districtwide intervention systems and recommend adjustments based on student outcomes.

  9. Support implementation of Alaska Reads Act requirements, including applicable K–3 screening, intervention, and reading improvement planning processes.

  10. Coordinate with special education personnel while ensuring that RTI/MTSS processes do not delay or replace legally required special education evaluations.

  11. Support the integration of academic and behavioral MTSS practices, as assigned, while maintaining appropriate distinctions between grant-funded literacy responsibilities and broader district responsibilities.

Student Assessment, Data Analysis, and Progress Monitoring

  1. Coordinate districtwide literacy screening and assessment schedules in collaboration with school administrators and instructional staff.

  2. Support the administration and interpretation of DIBELS and other district-approved literacy assessments.

  3. Analyze student achievement data to identify instructional needs, achievement gaps, and patterns in literacy development.

  4. Assist teachers in using assessment results to guide differentiated instruction and intervention selection.

  5. Develop and maintain systems for tracking student progress and intervention outcomes.

  6. Facilitate regular data-review meetings with teachers, principals, and intervention teams.

  7. Monitor the effectiveness of Tier 2 and Tier 3 interventions and recommend changes when students are not making sufficient progress.

  8. Prepare districtwide summaries of literacy achievement, intervention participation, and student growth.

  9. Collect and organize data required for CLSD program evaluation and reporting.

  10. Ensure appropriate confidentiality and security of student assessment and intervention records.

Instructional Coaching & Professional Learning

  1. Provide instructional coaching and technical assistance to teachers implementing evidence-based literacy instruction and academic interventions.

  2. Assist teachers in differentiating instruction for students with varying academic abilities and learning needs.

  3. Support instructional planning in multigrade classrooms and small rural schools.

  4. Design, coordinate, and facilitate professional development in structured literacy, intervention strategies, assessment interpretation, and data-driven instruction.

  5. Support implementation of district-approved literacy professional development programs, including LETRS and other relevant training.

  6. Train and support paraprofessionals in the delivery of appropriate literacy interventions under teacher supervision.

  7. Provide instructional resources, model effective teaching strategies, and assist with intervention implementation.

  8. Facilitate collaboration and sharing of instructional practices among teachers across district schools.

  9. Assist new teachers in understanding district literacy expectations, assessment procedures, and intervention systems.

  10. Monitor implementation of literacy initiatives and provide constructive feedback and recommendations for improvement.

Collaboration, Family Engagement, and Districtwide Instructional Improvement

  1. Work collaboratively with the Superintendent, principals, State and Federal Programs Coordinator, special education personnel, and instructional staff.

  2. Collaborate with District administration in developing districtwide literacy improvement priorities and intervention systems.

  3. Coordinate services and instructional support across SISD's geographically dispersed school sites.

  4. Facilitate regular communication among teachers and administrators regarding student achievement and intervention effectiveness.

  5. Identify instructional resource needs and recommend appropriate materials, training, and program improvements.

  6. Support alignment among district literacy initiatives, school improvement plans, Alaska Reads Act requirements, and applicable grant objectives.

  7. Participate in district leadership meetings and provide updates regarding literacy initiatives and RTI/MTSS implementation.

  8. Assist with the development of sustainable instructional systems that can be maintained after grant funding ends.

  9. Promote effective communication with families regarding literacy development and available academic interventions.

  10. Promote positive partnerships with families, communities, tribal governments, and community organizations that support student literacy and learning.

  11. Perform other related instructional support responsibilities as assigned by the Superintendent or designee.

Professional Expectations & Compliance

  • Maintain confidentiality regarding district matters, students, families, and staff

  • Act as an agent of the District in all professional communication and conduct, demonstrating professionalism, ethical behavior, and cultural respect

  • Support the mission of the Southeast Island School District and comply with all applicable laws, Board policies, administrative regulations, and provisions of the SISD–SIEA Collective Agreement

  • Pursue continuous professional growth and contribute positively to district instructional improvement efforts

  • Communicate concerns clearly and constructively to administration with the goal of problem-solving and continuous improvement

  • Maintain accurate instructional, assessment, and program implementation records

  • Carry out instructional leadership and coordination responsibilities in collaboration with district administration, without independent administrative or responsibility for formal personnel supervision or evaluation

Physical Requirements

The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions.

  • Ability to move about school buildings and between work locations as needed to support classrooms, meetings, and activities

  • Ability to remain in a stationary position (sitting or standing) for extended periods

  • Ability to move materials and equipment weighing up to 25 pounds

  • Ability to engage in active movement in classroom and school environments

  • Ability to operate standard office equipment, computers, and instructional technology, including viewing a computer screen and printed materials

  • Ability to communicate and exchange information effectively in person, by phone, and via audio/video conferencing or other communication tools

Work Environment

  • Work is performed in school, office, and classroom settings, including travel between district school sites

  • Regular interaction with students, staff, families, and community partners

  • May require travel by small aircraft or boat to rural school communities

  • Responsibilities may be performed through a combination of on-site visits and remote instructional collaboration

  • Work schedule may include occasional evenings or additional days to meet instructional, programmatic, or grant requirements

Employment Terms

This is a certificated instructional position. Salary, benefits, evaluation, and working conditions are governed by the Collective Agreement between the Southeast Island School District and the Southeast Island Education Association. 

The position is supported by grant funding, and continued employment is subject to funding availability and applicable employment provisions.

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Southeast Island School District (SISD) does not discriminate on the basis of age, gender, race, color, religion, national origin, ethnic group, marital or parental status, physical or mental disability or any other unlawful consideration. SISD does not discriminate on the basis of sex in violation of Title IX of the Education Amendments of 1972 in the educational programs or activities which it operates. SISD does not discriminate on the basis of disability in violation of Section 504 of the Rehabilitation Act of 1973. This includes admission or access to, or treatment or employment in its programs, services, and activities.

Accepting International Visa Applicants?

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About

Southeast Island School District (SISD) is a Regional Educational Attendance Area serving some of the most remote communities in Southeast Alaska. We currently operate seven schools on Prince of Wales and Baranof Islands, along with a statewide correspondence program, supporting a 200 students.

Our mission is simple yet powerful: Set a foundation by cultivating experiences for students to develop goals and thrive in an ever-changing world.

At SISD, we believe every student should be equipped to pursue their dreams and aspirations—whether that means college, trade school, military service, entering the workforce, or serving their community.

We are dedicated to expanding vocational and career pathways, ensuring our students gain skills that prepare them for success in Alaska’s unique economy and beyond. The communities we serve are deeply rooted in the commercial fishing and timber industries of the 17-million-acre Tongass National Forest, while seasonal tourism continues to open new doors for employment and entrepreneurship.

Through innovation, resilience, and strong community ties, SISD is committed to shaping bright futures—one student at a time.

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