Job Title:        Reading Intervention                                       Wage/Hour Status:      

                        Specialist 9-12

Reports to:     Director of Special Education                           Pay Grade:
                        Director of Secondary Education
                        Campus Principal
                        Language Arts Program Coordinator

Dept./School:   Campus Assigned                                          Date Revised:  March 11, 2004      

Primary Purpose:

Identify and serve students with reading difficulties, which will include students with dyslexia.

Assist teachers with appropriate instructional strategies, accommodations and modifications.

Qualifications:

Education/Certification:

Valid Texas teaching certificate with required special education endorsements for assignments.

Complete dyslexia training within one year of employment (provided by District).

Special Knowledge/Skills:

Knowledge of special needs of students in assigned area.

Knowledge of Admission, Review, Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation.

General knowledge of curriculum and instruction.

Knowledge of identification and instructional procedures for students with dyslexia and related disorders (MISD Dyslexia Manual).

Experience:

Minimum one-year experience as a teacher.

Major Responsibilities and Duties:

District Level

1.           Report to Director of Special Education, Director of Secondary Education, and Language Arts Program           Coordinator.

2.          Attend scheduled meetings with Language Arts Program Coordinator.

3.         Attend staff development opportunities provided by the District.

Campus Level

4.         Report to building administrator.

5.          Disseminate information from District meetings to campus language arts teachers/principals.

6.          Develop, utilize and model reading lessons, strategies, and effective classroom management systems based on         student need.

7.          Identify and serve students with dyslexia.

8.           Provide intervention strategies for student success on statewide assessments.

9.            Collaborate with students, parents, and other staff members to develop IEP and Dyslexia Instructional Plans through          the ARD or SST Committee process for each student assigned.

10.        Implement an instructional, therapeutic, or skill development program for assigned students and show written            evidence of preparation as required.

11.       Work cooperatively with classroom teachers to modify regular curricula as needed and assist identified students in          regular classes with assignments.

12.       Conduct assessment of student learning styles and use results to plan instructional activities.

13.        Present subject matter according to guidelines established by IEP or Dyslexia Instructional Plan.

14.        Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.

15.       Use technology in teaching/learning process.

16.        Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

17.       Establish and maintain open lines of communication by conducting conferences with parents, students, principals,         and teachers.

18.        Maintain a professional relationship with colleagues, students, parents, and community members.

19.       Use effective communication skills to present information accurately and clearly.

20.      Keep informed of and comply with federal, state, District, and school regulations and policies for special         education/dyslexia teachers.

21.       Compile, maintain, and file all physical and computerized reports, records, and other documents required.

22.       Attend and participate in faculty meetings and serve on staff committees as required.

Supervisory Responsibilities:

None.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress.  Frequent standing, stooping, bending, kneeling, pushing, pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment.  May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students.  Exposure to biological hazards.  Frequent district wide travel.