Grades 2-3 Impact Manager
Read Charlotte is a community initiative that unites educators, community partners, and families to improve children’s reading from birth to third grade. We don’t run programs. We are a capacity-building intermediary that supports local partners to apply evidence-based knowledge about effective reading instruction and interventions, high-quality execution, continuous improvement, and data analysis to improve reading outcomes. Housed under Foundation For The Carolinas, Read Charlotte is a public-private partnership working to solve a collective action problem so that 80% (or more) of Charlotte-Mecklenburg Schools (CMS) third graders are reading at College and Career Ready by 2030. The Read Charlotte initiative is designed to sunset in 2030.
Overview:
A longitudinal analysis by Harvard Professor James Kim of students in Charlotte-Mecklenburg Schools (CMS) from fall 2015 to spring 2019 found an important divide between Grades K-1 and Grades 2-3. Seventy percent of students who entered CMS as kindergarteners in Fall 2015 were on-level for reading by the end of Grade 1 in Spring 2017. But only 46% of this cohort of students reached College and Career Ready on the North Carolina state Grade 3 reading end of grade (EOG) reading assessment in Spring 2019. No single student subgroup could have comprised the 70% at the end of Grade 1 in 2017, yet the Grade 3 reading scores in 2019 had significant race- and income-based achievement gaps.
Read Charlotte is seeking a Grades 2 & 3 Impact Manager to lead our internal efforts to support systems change efforts that will lead to improved reading outcomes after Grade 1 so that 80% (or more) of third graders reach College and Career Ready on the state end of grade (EOG) reading assessment. This highly collaborative role will work alongside our Deputy Director, who is leading our internal efforts to increase the number of children to start school ready to learn to read, and our K-1 Impact Manager, who is leading our internal efforts to increase the number of children who finish Grade 1 on-level in reading. We’re particularly interested in candidates with experience successfully supporting struggling readers after Grade 1, including multilingual learners and those in need of Tiers 2 and 3 interventions. This position will have opportunities for professional growth, including but not limited to developing expertise in improvement science; contribution to the development, testing, and refinement of new interventions; participation in the design and implementation of evidence-informed strategies for scaling systems change; and, a community leadership role in improving early literacy outcomes.
Duties, Responsibilities, and Qualifications: More details about the position and desired qualifications are available at https://www.fftc.org/careers.
