Manager of Literacy Interventions

The Manager of Literacy Interventions  is responsible for overseeing the implementation, compliance, and instructional quality of dyslexia services across a portfolio of KIPP Texas schools. Reporting to the Director of MTSS, this leader ensures that dyslexia programming is delivered with fidelity, aligned to TEA requirements, and integrated within the organization’s Multi-Tiered System of Supports (MTSS) framework.

This role directly supports campus-based APSS leaders (Assistant Principals of Student Support) in building strong intervention systems, coaching Literacy Facilitators, and ensuring students identified with dyslexia receive high-quality, evidence-based instruction in alignment with Individualized Education Programs (IEPs), Section 504 plans, and state dyslexia requirements.

The Manager of Literacy Interventions plays a critical role in supporting campuses to strengthen Tier 2 and Tier 3 literacy intervention systems, improve student outcomes, and maintain compliance with state and federal regulations.

Success in the role is measured by:

• 100% of students identified for dyslexia services receive services aligned to state requirements and documented plans.

• Dyslexia intervention services are implemented with fidelity across assigned schools.

• APSS leaders and Literacy Facilitators demonstrate strong implementation of evidence-based intervention practices.

• Campuses maintain compliant documentation, progress monitoring, and instructional records related to dyslexia services.

• Student progress monitoring data demonstrates growth in targeted literacy skill areas.

• Campus leaders report increased clarity and consistency regarding dyslexia systems, intervention expectations, and MTSS alignment.

• Reduction in inappropriate referrals to special education resulting from ineffective Tier 2 literacy intervention systems.

ROLE RESPONSIBILITIES: 

Dyslexia Program Oversight & Compliance

• Provide leadership and oversight for dyslexia programming across an assigned portfolio of KIPP Texas schools.

• Ensure all dyslexia services are implemented in accordance with TEA Dyslexia Handbook guidance, IDEA, Section 504, and state requirements.

• Monitor campus implementation of dyslexia intervention schedules, groupings, service minutes, and progress monitoring systems.

• Conduct regular audits of dyslexia documentation, service logs, student progress data, and instructional fidelity.

• Partner with APSS leaders and campus teams to ensure students receive required accommodations and instructional supports across settings.

• Support campuses in preparing for internal audits, state monitoring, and cyclical review processes related to dyslexia programming.

Instructional Coaching & MTSS Alignment

• Coach and support APSS leaders in the implementation of high-quality intervention systems and dyslexia programming.

• Build the capacity of Literacy Facilitators through ongoing coaching, modeling, feedback cycles, and professional learning.

• Support campuses in aligning dyslexia services within the broader MTSS framework to ensure strong Tier 2 and Tier 3 systems.

• Collaborate with campus instructional leaders to ensure intervention programming complements core literacy instruction and data-driven instruction practices.

• Support Literacy Facilitators and APSS leaders in analyzing student data to adjust instructional groupings, dosage, and intervention strategies.

• Ensure intervention practices are grounded in evidence-based literacy instruction and aligned to the science of reading.

Dyslexia Operations & Service Delivery

• Collaborate with regional and campus leaders to develop staffing plans that ensure compliant and sustainable dyslexia service delivery.

• Support campuses in developing intervention schedules that maximize student access to services while minimizing instructional disruption.

• Monitor caseloads and staffing allocations to identify service delivery risks and escalate concerns proactively.

• Assist campuses in coordinating services for students receiving dyslexia intervention alongside special education, multilingual, or other supplemental services.

• Support implementation and onboarding of approved dyslexia curriculum and instructional materials across assigned schools.

• Partner with central office departments to support procurement, training, and implementation of instructional resources.

Professional Development & Capacity Building

• Design and facilitate professional learning for APSS leaders, interventionists, and instructional staff related to dyslexia programming and intervention systems.

• Train campus teams on dyslexia compliance requirements, progress monitoring, instructional fidelity, and effective intervention practices.

• Develop tools, systems, and standard operating procedures to improve consistency across campuses.

• Build leadership capacity in campuses to sustain high-quality intervention systems over time.