Reading Interventionist

We are seeking an Moderate/Intensive Services Reading Specialist for the 2024-2025 School year!

Knowledge Standards:

• Human development, including the implications of a broad range of delays, disorders and disabling conditions effecting learning and development.
• Appropriate procedures and strategies for identifying and supporting learning & development of individuals with severe and multiple disabilities
• Procedural, consultation, collaborative and case management knowledge to and skills essential to implementation of effective educational support programs
• Ability to evaluate, develop and implement education plans for students with low incident disabilities (Autism, Learning/Language Impaired) and/or students with social and emotional challenges impacting access to education.
• Work with a team of teachers to support IEP educational services and supports in learning environments with peers and specialized instruction as determined by each student’s assessed needs
• Adjust student’s educational and behavioral program(s) for consistent access to general education
• Adapt instruction through a team process including schools psychologist, general educators, counselors, related service providers, community supports, para-educators and special educators
• Knowledge and experience with the concepts of universal design, ABA/ FBA observation and behavior planning, intensive case management
• Knowledge of State and Federal laws and regulations for IEP compliance
• Integrates current technologies in instruction, assessment and professional productivity

Program Development, Consultation and Collaboration:

• Focus on effective collaboration, teaming, consultation, facilitation, and communication with school, family and community systems
• Knowledge of family systems and principals for family centered practice, including working cooperatively and respectfully with families to support the student
• Communicate to parents/ guardians throughout the IEP process, documenting contact, meetings, amendments and all other IEP documentation requirements
• Use effective group facilitation and leadership
• Knowledge and coordination of specialized therapeutic service providers supporting assessment and program development
• Responsible for the defining the roles and responsibilities with your supervisor and providing ongoing supervision

Assessment:

• Knowledge of evaluation process, including legal aspects, appropriate procedures, and principals of non-discriminatory evaluation
• Lead evaluation planning for eligibility, 3-year evaluations and ongoing student baseline and achievement
• Assess and/or interpret evaluations to present levels to IEP team for eligibility determination in accordance with Vermont Special Education Regulations and federal IDEA Part B
• Analyze pre-and post-tests to maintain or adjust instruction/ behavior support as documented in the IEP
• Collect data required for continuous progress monitoring of effectiveness of instruction and student progress
• Enable student to participate in local and statewide assessment through accommodation and/ or alternative assessment methods

Individualized Education Plan:

• With IEP team, develop goals and objectives based on evaluation outcomes in the basic skill areas based on grade level expectations
• Complete all documentation on Spec Doc following state and federal regulations for timelines, IEP content documentation including: present levels, level of service, amount of inclusion in general education, accommodations and related services
• Use data system(s) as designated by school for IEP documentation, progress monitoring and state / federal annual data collection
• Responsible for building positive relationships with students, parents and other community partners
• Complete all documentation relating to the IEP using VT DOE forms in Sped Doc, provide original completed IEP to Central Office and copy to parents soon after IEP meeting

Teaching:

• Teach or provide oversight of access to general education through specialized instruction using developmentally appropriate, research based specialized curricula, instructional practices and curriculum based assessment
• Provide the content and supervision to para-educators supporting student learning and behavioral support plans that are positive, pro-active and provide non-aversive management
• Communicate, model and provide instructional strategies to general educators and para-educators to support student progress and independence

Foundation of Basic Skill Areas:

Working knowledge of oral language & literacy, language and word study, second language issues, reading comprehension and fluency, written expression, numeracy, behavior and motor skills

Transition Planning (elementary to secondary):

• Communicate and complete transition documentation with the receiving school and parents to define student goals, objectives & accommodations
• Provide support and guidance to parents to bridge services from one school/ program to the other
• Schedule required meetings for transition and IEP compliance with the parents and receiving/ sending school/ program
• All IEP documentation completed prior to the end of the school year and sent to receiving school and Central Office

Transition Planning (secondary to post high school):

• Provide access to pre-vocational and or vocational assessment processes to determine student interests, skills and knowledge, areas of vocational interest.
• Develop IEP using vocational information as the foundation for goals and objectives moving toward post secondary and career goals at the annual review in the year the student turns 16
• Communicate, model, and provide instructional strategies to educators and assigned para-educators to support student progress and independence of vocational goals and objectives, including academic skills and behavioral support plans
• Communicate and support transition process with parents/ guardians and outside agencies, including a formal transition meeting to update IEP for the transition
• All IEP documentation completed prior to the end of the school year and sent to receiving school and Central Office

Position Type: Full-time

Job Categories:

Special Education > Autism

Special Education > Life Skills

Special Education > Mentally Disabled

Special Education > Mild/Moderate Disabilities

Special Education > Multiple Disabilities

Job Requirements:

• Vermont licensed Intensive Special Education Teacher or Special Education Teacher with 3 years teaching students with low incident disabilities in integrated learning environments.
• At least 3 year(s) of relevant experience preferred.
• Bachelor degree preferred.
• Citizenship, residency or work visa required

Job Type: Full-time

Pay: $31.07 - $35.56 per hour

Expected hours: 35 – 40 per week

Benefits:

• Dental insurance
• Life insurance
• Paid time off
• Vision insurance

Schedule:

• Monday to Friday

Ability to Relocate:

• Brattleboro, VT 05304: Relocate before starting work (Required)

Work Location: In person

Salary : $31 - $36