Primary Purpose:

• Identify dyslexic students by administering and interpreting diagnostic tests.
• Provide therapy to identified dyslexic students.
• Apply knowledge of federal, state, and district “Procedures Concerning Dyslexia” for general and special education.  
• Instruct and evaluate students with dyslexia in any phase of the program.
• Provide leadership to teachers in English/Language Arts and Reading instruction as well as RTI at all TIERED levels.
• Assist teachers in utilizing effective reading practices within the classroom setting.
• Assist in coordination of Section 504 referral process and instruction of students with dyslexia. Provide instructional support and/or direct instruction, as mandated by Texas law, for students with dyslexia.
• Provide 504 and special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth.
• Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in an itinerant capacity as assigned.

Qualifications:

Education/Certification

• Bachelor’s Degree required
• Minimum 3 years teaching experience in English/Language Arts or
• Reading Texas Teacher certification

Special Knowledge/Skills

• Extensive knowledge and experience working with students who have reading difficulties
• Leadership ability and experience in providing staff development in the areas of reading and dyslexia to classroom teachers is a major focus
• Thorough understanding of reading research and strategies
• Neuhaus training in teaching dyslexic students preferred (Foundations of Language and Basic Skills) Specific training in teaching dyslexic students, administering and interpreting diagnostic tests preferred
• Understand and able to explain Section 504 law/procedures, test results and information to parents and teachers is necessary
• Ability to share expertise with peers
• Strong oral and written communication skills

Major Responsibilities and Duties:

Instructional Strategies

1. Work collaboratively with building staff to deliver exemplary reading instruction to dyslexia students.
2. Coordinate with other involved school personnel in planning and providing reading instruction for students.
3. Provide staff development and coaching to campus personnel on reading issues.
4. Provide instructional services to those students who have been identified for dyslexia services.
5. Keep accurate and complete records including Course Accommodation Plans, Student Monitoring forms and Status Reports for identified students as required.
6. Act as the liaison to building personnel in interpreting educational policies, procedures, and guidelines concerning dyslexic students.
7. Assist in evaluating students who have been referred to the dyslexia program for testing and provide periodic evaluation and exit consideration from the dyslexia.
8. Participate with teachers, parent(s), campus administrators and district coordinator in determining qualification for 504 dyslexia services.
9. Assume responsibility for instructional materials and equipment inventoried to the dyslexia teacher and the assigned school.
10. Attend district and campus meetings involving reading programs and programs for dyslexic students.
11. Attend training in methods and strategies that improve general reading and dyslexia instruction.
12. Assist in documenting student progress and monitoring students in the dyslexia program.
13. Perform other duties as assigned.
14. Communication
15. Establish and maintain open lines of communication by conducting conferences with parents, students, principals, and teachers.
16. Maintain a professional relationship with colleagues, students, parents, and community members.
17. Use effective communication skills to present information accurately and clearly.
18. Other
19. Keep informed of and comply with federal, state, district, and school regulations and policies for 504 and special education teachers.
20. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
21. Attend and participate in faculty meetings and serve on committees as required.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors

Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing, and 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.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.