Primary Purpose:

The English Language Learner/ RTI Specialist having both content and instructional knowledge, will work as a colleague with classroom teachers to support student learning and teacher practice. The English Language Learner Specialist will assume the role of the Language Proficiency Assessment Committee (LPAC) coordinator.   The EL Specialist will also serve as the RTI specialist for the campus. As the Response to Intervention specialist, he or she must be knowledgeable of the 3 Tier RTI process, possess the ability to work collaboratively with administrators, school psychologists, curriculum specialist, behavior specialist, special education teachers, classroom teachers, paraprofessionals, parents, and staff and be able to design, implement and monitor interventions designed to help students achieve academic success.

 Qualifications:

Education/Certification:

Bachelor’s degree from an accredited university

Master Degree from an accredited university (preferred)

Valid Texas teaching certificate

ESL Certification or Bilingual Certified (Preferred)

Special Knowledge/Skills:

• Demonstrated leadership abilities in English as a Second Language instruction and Bilingual Education
• Bilingual- both fluent in English and Spanish in all areas (preferred)
• Demonstrates Strong leadership and collaboration skills.
• Demonstrate effective communication and interpersonal skills.
• Demonstrate strong organizational and presentation skills.
• Knowledge of curriculum and instruction
• Ability to evaluate instructional programs and teaching effectiveness
• Strong communication, human relations and interpersonal skills

 Experience:

• Three to five years teaching
• Experience with academic interventions
• Experience with LPAC responsibilities
• DMAC entering and processing students’ data

Major Responsibilities and Duties:

English Language Specialist Duties

1. The English Language Specialist/RTI will conduct all the  LPAC responsibilities for his or her campus.  His or her responsibilities follow a cycle throughout the year. The responsibilities include: Identification, Assessment and Documentation Review, Placement, Instructional Methodologies and/or Interventions, Collaboration, Annual Review, Assessment, and Parental Notification.
2. The EL Specialist facilitates participation of LEP students in other special programs for which they qualify. A member of the LPAC must serve on the ARD (Admission, Review, and Dismissal) Committee of each LEP student who qualifies for special education services.
3. The EL Specialist organize the LPAC Committee meetings to classify LEP students as English proficient and recommends their exit from the ESL program.
4. The EL Specialist monitors the academic progress of each EL student and those who has exited from the ESL program for two years.
5. Works with the staff to develop programs to insure EL students’ success.
6. Assists the principal in use of test data, research findings, and district studies for instructional planning of ELs in the campus.
7. Schedules and facilitates LPAC/RTI meetings to focus on students and instruction.
8. Assists the principal in monitoring, and/or recommending improvement in the purposes, design, and implementation of the instructional bilingual programs.
9. Assists principal and staff in providing appropriate resources to enhance instruction and ELPS implementation in the campus.
10. Conduct audits of campus LPAC documents in the student’s cumulative records such as, but not
11. limited to: Home Language Survey, Bilingual/ESL Permission Letter, English/Spanish Oral Language
12. Proficiency Test (OLPT), student assessment data, monitoring forms and beginning, middle and end of
13. year documentation.
14.  Work with appropriate staff to gather data, establish or modify goals and objectives, and submit evaluation reports to the Director of Bilingual Education.
15.  Work cooperatively with others in carrying out the mission and articulating the vision for the District’s instructional programs as they relate to LEP students.
16. Assist campuses in the preparation for and implementation of the Bilingual/ESL Programs.
17. Oversee timely submission of required documentation for Instructional/LPAC Aides.
18. Provide guidance and support to LPAC Administrators regarding LPAC procedures and program compliance.
19. Maintain and update the Bilingual/ESL manual in accordance with federal, state and district policies.
20. Oversee timely submission of all English Language Learner (ELL) documents.
21. Collaborate with District and campus PEIMS Clerks to ensure accurate coding of English Language Learners.
22. Follow processes in accordance with the LPAC manual for identification, placement, and review of all EL students, within PEIMS and District timelines.
23. Plan, lead and/or attend mandatory staff development activities, as needed, to perform job functions and improve performance of Language Learner (ELL) students.
24. Demonstrate ability to differentiate instructional strategies and techniques for LEP students.
25. Demonstrate ability to work directly and collaboratively with parents and campus and district personnel toward the continued success of LEP students.
26. Skilled in technology, including software such as the Microsoft Office Suite and DEMAC

Response to Intervention Specialist Duties

1. Organize and facilitate the Response to Intervention Team.
2. Implement the 3 Tier RtI instructional systems to increase student achievement.
3. Make database instructional decisions regarding student-learning needs.
4. Gather pertinent data (academic and behavioral) on struggling students by conducting classroom observations, interviewing teachers, parents, and the student and gather student history through report cards, DRA's, work samples, DIBELS, Positive Behavior Intervention and Support data, and Curriculum Based Assessments.
5. Compile school-wide data from DIBELS and PBIS for data analysis.
6. Progress monitor students involved in the RTI process to ensure that interventions are implemented with fidelity and show student progress using graphs and charts.
7. Communicate with parents, teachers, and paraprofessionals in regards to students who are receiving services on Tier 2 or Tier 3 or special education.
8. Provide documentation and progress monitoring data to school psychologists and Behavior Specialist as needed.
9. Coordinate services for students such as Reading Advantage, Social Skills Groups, in school counseling, and guidance services.
10. Write goals and interventions that address the needs of each individual student who is referred to the RTI Team.
11. Create an atmosphere of sharing and cooperation at meetings with teachers and parents.
12. Stay current with RTI trends and research based interventions so teachers and students are offered a variety of interventions to choose from.
13. Understanding of DRA's and how they are used in the RTI process.
14. All other duties as assigned by the district and building principal.

Student Growth and Development

• Contributes and/or supports recommendations of sound practices directed toward school improvement.
• Develops as necessary, maintains, and utilizes appropriate information systems and records necessary for attainment of school improvement.
• Assists the principal in identifying, analyzing, and applying research (correlates state, district, and campus test data) to facilitate school improvement for students in RTI and EL students.
• Assists in the development, implementation, and evaluation of campus implementation of ELPS and ELs strategies. 

Classroom Management and Organization

• Assists the principal in establishing and maintaining an environment which is conducive to positive staff morale and directed toward the achievement of the school’s mission.
• Assists the principal in fostering collegiality and team-building among staff, encouraging their active involvement in decision-making.
• Assists the principal in communicating effectively with students, staff, parents, and community and projects a positive image that enhances the school mission.
• Assists the principal in initiating and supporting programs and actions that facilitate a positive, caring climate for learning.

Communication

• Communicates effectively with the principal on matters related to the welfare of the school.
• Assists in identifying needs and resources available for continued staff in-service training to address the needs of English Language learners
• Projects a positive image to the community.
• Emphasizes two-way communication between the school and the community.
• Articulates the school’s mission to the community.

Professional Growth and Development

• Utilizes information and insights gained in professional development programs for self-improvement.
• Develops and communicates effectively to students, staff, and parents.
• Adheres to professional ethical standards in relationships with students, teachers, parents, patrons, peers, and support staff.

Miscellaneous

• Exhibits punctuality and dependability in carrying out assignments.
• Exhibits flexibility in the performance of assigned duties.
• Exhibits a friendly and pleasant personality.
• Dresses and grooms appropriately.
• Displays a sense of humor.
• Performs other tasks and functions as assigned by the principal.

Supervisory Responsibilities:

None

 Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Ability to communicate effectively (verbally and written); coordinate campus support functions; maintain emotional control under stress.

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.