Early Reading Interventionist (Title I)

Please note, position is funded through Title I Funds and continuation of position will be dependent on available Title I Funds.

Primary Purpose:

Improves student success in reading in the critical early developmental years; documents teaching and student progress/ activities/ outcomes; develops lesson plans; models teaching skills; provides a safe and positive learning environment; and provides feedback to teachers, students, parents, and administration regarding student progress, expectations, and goals.

Education / Certification:

1. Valid Texas teaching certificate
2. Bachelors Degree from an accredited University
3. Prefer Bilingual Certification
4. Texas Reading Academies Certificate of Completion, Science of Teaching Reading Certification OR applicable licensure from accredited organization (CALT, CALP, LDT)

Special Knowledge / Skills:

1. Must be a certified teacher who has expertise in early literacy curriculum assessment, instructional delivery and staff development.
2. Must possess a deep understanding of the scientific research base for instruction, extensive knowledge of reading program components and teaching experience within the field of early literacy areas.
3. Is knowledgeable about proven scientific based research strategies, appropriate use of assessment and intervention strategies for struggling students in the area of reading. 
4. Has strong organizational, communication, and interpersonal skills.

Experience / Other Requirements:

1. Five years of successful teaching experience preferred.

Major Responsibilities and Duties:

Instructional Management

1. Collects, analyzes, and prepares data (e.g. K-2 early reading assessment) for the purpose of interpretation, identification, progress monitoring, and reporting to the district and parents. 
2. Works with classroom teachers to identify areas of student needs, such as phonemic awareness, phonics skills, decoding skills, word attack skills, fluency, and comprehension and develops appropriate interventions to address each skill. 
3. Demonstrates methods to teachers and paraprofessionals required to perform effective reading intervention to address the needs of each student. 
4. Instructs students in a “push-in” setting for the purpose of improving success in reading and assessing reading concepts and proficiencies through a defined methodology. 
5. Develops and coordinates reading schedule cooperatively with classroom teachers in Kinder, 1st and 2nd grades in order to provide reading intervention to Tier 3 students and ensure student success. 
6. Prepares teaching materials and related reports for the purpose of implementing intervention lesson plans and documenting student progress. 
7. Maintains confidentiality of all information for the purpose of protection of students, staff, parents, and the district. 
8. Manages student behavior for the purpose of providing a safe and optimal learning environment.
9. Monitors student progress for the purpose of providing (in cooperation with the teacher) student feedback on a regular basis to students, teachers, and parents, and determining interventions for those students who are identified as “at-risk” readers.                                                                  

Professional Development

1. Facilitates professional development to support campus staff in regard to reading strategies.
2. Mentors classroom teachers and support staff for the purpose of supporting staff in the instructional process.
3. Meets monthly at Support Services with the Early Literacy Coordinator for continued professional development regarding best practices.
4. Participates in meetings as necessary (e.g. ARD Meetings and LPAC Meetings) for the purpose of receiving and/or providing information.

School/Organization Improvement

1. Maintains regular communication with parents and teachers via phone call, emails, notes, letters, and meetings. 
2. Performs other duties as assigned by campus principal, MTSS Coordinator, or MTSS/Curriculum Director. 
3. Responsible for properly maintaining district records, adhering to all policies set forth by the district for records maintenance and learning the records retention schedule for department records.

Supervisory Responsibilities:

None.