Multi-Tiered System of Support Teacher and Reading Specialist

Job Details

• Position Type:
  Certified/High School
• Date Posted: 3/2/2026
• Location:
  
  Buckeye Valley High School
• Date Available:
  
  08/03/2026
• Closing Date: 03/28/2026
• District:
  Buckeye Valley Local Schools

Multi-Tiered System of Support Teacher & Reading Specialist

Reports to:

Building Principal

Employment Status:
Regular/Full-time

FLSA Status:
Exempt

The MTSS & Reading Specialist Teacher provides targeted instructional support within a Multi-Tiered System of Support (MTSS) framework to improve student achievement in literacy. This role includes delivering direct intervention through MTSS structures and providing specially designed instruction to students identified with deficits in basic reading skills and reading fluency. The MTSS & Reading Specialist utilizes district-approved instructional resources and evidence-based practices to design and implement interventions informed by ongoing analysis of student achievement data.

The position is responsible for developing high-quality, standards-aligned IEP goals, monitoring student progress, and adjusting instruction based on data to ensure measurable growth. Additionally, the MTSS & Reading Specialist promotes standards-based literacy instruction across content areas by supporting a multi-tiered approach that strengthens core instruction and provides targeted and intensive interventions aligned to student needs.

• Provide students with direct intervention support services
• Teach and coordinate Tier 2 & 3 intervention for targeted students
• Facilitate the management and interpretation of data necessary
• Keep teachers, staff, and parents informed regarding the status of the MTSS services
• Participate in meetings to assist in coordination of intervention services for students receiving intervention services
• Administer assessments to students
• Support and coordinate the integration of technology into the curriculum
• Have training and high level of understanding of The Science of Reading
• Be certified or trained in a structured literacy and confident in providing direct instruction
• Strong understanding of dyslexia characteristics
• Strong understanding of data collection and analysis
• Case manage select IEPs and/or serve as a valuable member of the IEP team
• Schedule, attend, and/or case manage IEP meetings

• Assist in the selection of program materials as needed
• Promote good public relations
• Serve as a role model for students
• Establish and maintain cooperative professional relationships
• Participate in training/professional development as required by state or local policy/procedures
• Supervise student teachers as agreed
• Maintain current professional licensure
• Schedule home visits and team meetings with staff and guardians
• Perform other duties as assigned by supervisor

• Bachelor's degree in education from an accredited college or university
• Intervention Specialist License preferred but not required
• Alternatives to the above qualifications as the Superintendent and/or Board of Education may find appropriate
• Structured literacy certified preferred; however, structured literacy trained is required

• Ability to work effectively with others
• Ability to communicate ideas and directives clearly and effectively both orally and in writing
• Effective, active listening skills
• Organizational and problem‑solving skills
• General computer/educational app skills
• Knowledge of IDEA and rules
• Knowledge of public school policies and practices
• Ability to operate various office equipment
• Commitment to education

• Various Office Equipment
• Computer
• Printer
• Telephone

• Occasional exposure to blood, bodily fluids, and tissue
• Occasional interaction with unruly students
• Frequent requirement to sit, stand, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop
• Occasionally lift, carry, push, and pull various items up to a maximum of 50 pounds
• Occasional operation of a vehicle in inclement weather conditions, i.e., being prepared to work on all scheduled school days, except calamity days
• Frequent repetitive hand motion, e.g., computer keyboard, calculator, writing
• Occasional requirement to travel
• Occasional evening work

This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the incumbent. The incumbent will be required to follow the instructions and perform the duties required by the incumbent's supervisor, appointing authority.