District Bilingual Reading Interventionist

JOB DESCRIPTION :

Plan and deliver a reading intervention program to address dyslexia and related disorders. Evaluate student data and collaborate with other interventionists, dyslexia lead interventionists, campus staff, dyslexia specialist, and dyslexia coordinator to determine appropriate intervention, classroom adaptations, and / or placement.

DUTIES and RESPONSIBILITIES :

• Provide instruction using the dyslexia intervention program to all students identified for dyslexia services in both English and Spanish.
• Provide literacy groups for struggling readers.
• Keep accurate and complete records for identified students.
• Act as liaison to building personnel in interpreting educational policies, procedures and guidelines concerning dyslexia students and struggling readers.
• Increase administrator and teacher awareness of legal responsibilities and available resources.
• Participate with teachers, parents, and district coordinators in determining qualification for Section 504 and Special Education dyslexia services.
• Attends Response to Intervention (RtI), Section 504, and Admission, Review, Dismissal (ARD) meetings to consult and plan for students.
• Attend training in methods and strategies that improve reading instruction.
• Provide staff development and coaching to campus personnel on dyslexia and reading issues.
• Support implementation of literacy curriculum and instructional program (CISD Reads and Writes) with teachers and principals.
• Recommend ways in which curriculum and instruction can be adapted to meet the special learning needs of struggling readers.
• Regular attendance.
• Maintain confidentiality.
• All other duties as assigned.

ASSIGNMENTS TO VIRTUAL INSTRUCTION :

• Seamlessly integrate District-approved online learning platforms and required software into the planning, delivery, and support of virtual instruction.
• Plan, prepare, implement, and evaluate lessons and activities during the standard work hours of the campus at which the teacher is assigned, as well as prolonged or irregular hours.
• Be able to communicate with students, parents, and campus and District personnel during the standard work hours of the campus at which the teacher is assigned, as well as prolonged or irregular hours.
• Adhere to all professional responsibilities and deadlines including professional communication and responsiveness.
• Be flexible, responsive, and positive with students, parents, and staff.
• Effectively translate CISD Best Practices into the virtual instructional setting.
• Regularly attend and apply District-approved professional development in the most up-to-date practices associated with virtual instruction.
• Accurately and timely obtain and report required student data, including attendance, grades, etc.
• Dress professionally as you would if you were offering instruction to students in a traditional, in-person setting.
• Teach and interact with students from a quiet space, free from distraction, where appropriate confidentiality rules can be followed.
• Create a virtual classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Provide small group and tutoring opportunities for students who are experiencing difficulty in their learning.
• Support any extracurricular activities for which you are responsible according to District guidelines.
• Attend all required campus and District meetings.

EXPERIENCE :

• Three years of successful bilingual classroom teaching experience
• Experience in working with students with dyslexia and related disorders
• Experience in delivering staff development
• Experience in working with struggling readers

QUALIFICATIONS :

Education / Certification :

• Bachelor’s degree from accredited university
• Valid teaching certificate with required endorsements for subject
• Valid teaching certificate with bilingual certification

Special Knowledge / Skills :

• Strong background in literacy instruction and assessment, including specific assessment instruments
• Ability to fluently communicate (i.e. speak, read and write) in Spanish
• Strong knowledge and practice of current research-based balanced literacy models and interventions for struggling readers
• Strong understanding of characteristics of dyslexia in English and Spanish as well as related disorders
• Understanding of dyslexia in transparent and opaque orthographies and additional data sources for English Learners (ELs)
• Working knowledge of curriculum, instruction and staff development
• Ability to interpret policy, procedures, and data
• Strong organization, communication, and interpersonal skills
• Knowledge of CISD Reads and Writes
• Working knowledge of the CISD’s One-Way Dual Language Bilingual Program model
• Demonstrate an in-depth knowledge of the Texas English Language Proficiency Assessment System (TELPAS), Ch. 74 English Language Proficiency Standards (ELPS), and the Proficiency Level Descriptors (PLDs) to support the language development needs of ELs
30+ days ago