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Instructional Support/Literacy

3 months ago

Austin, United States Lake Travis ISD Full time

Primary Function:

Under the direction of the Principal, I help reduce or eliminate reading and writing impediments that interfere with student's ability to fully benefit from the district's educational program. I also supervise all phases of the campus reading program and provide dyslexia intervention services to students identified with dyslexia.

Responsibilities and Duties:

Program Management:

  • Assisted and guided teachers in observing, describing, and referring to suspected and identified reading disabilities.
  • Completed individual assessments to identify students with dyslexia and supported classroom teachers in observing and referring suspected reading difficulties.
  • Collaborated with principals, counselors, and teachers to develop schedules that meet students' individualized needs.
  • Provided and monitored instructional programs tailored to remediate reading problems and dyslexia with fidelity.
  • Worked closely with classroom teachers and other staff to implement daily activities and accommodations for students with dyslexia.
  • Delivered professional learning and coaching on strategies for struggling readers, dyslexia intervention programs, and dyslexia awareness for both campus and parent sessions.
  • Maintained thorough, ongoing records for students receiving reading/dyslexia instruction.
  • Assisted in preparing and administering the annual budget for reading instruction services.
  • Participated in RtI, 504, and ARD committee meetings, bringing expertise in reading processes, dyslexia, and related disorders.
  • Managed the Section 504 referral process for dyslexia assessments and collaborated with Special Education staff for evaluations.

School Climate:

  • Maintained positive and effective relationships with supervisors and complied with all district and local campus routines and regulations.
  • Communicated effectively with colleagues, students, and parents.

School Improvement:

  • Developed and coordinated a continuing evaluation of the reading improvement program and implemented changes based on findings.

Student Management:

  • Built and maintained effective individual and group relationships with students and parents.
  • Consulted with parents, teachers, administrators, and other relevant individuals to enhance their work with students.

Professional Growth and Development:

  • Continuously developed professional skills relevant to my job assignment.
  • Stayed informed on changes in dyslexia law, policies, procedures, and local guidelines.

Other Responsibilities:

  • Demonstrated professional, ethical, and responsible behavior.
  • Maintained confidentiality and served as a role model for all district staff.
  • Participated in approved professional development opportunities and performed other duties as assigned.

Knowledge and Abilities:

Knowledge of:

  • The Texas Dyslexia Handbook and best practices in dyslexia assessment and instruction.
  • Specific training in administering and interpreting diagnostic tests for dyslexia.
  • Oral and written communication skills.
  • Interpersonal skills, including tact, patience, and courtesy.
  • Methods of collecting and organizing data.
  • Operation of computers and assigned software.
  • District and department policies and procedures.
  • Relevant federal and state laws and requirements.

Ability to:

  • Evaluate the overall effectiveness of reading interventions.
  • Work independently with minimal direction.
  • Communicate effectively both orally and in writing.
  • Establish and maintain cooperative and effective working relationships with others.
  • Maintain regular and consistent attendance.
  • Develop, plan, and organize daily operations.
  • Analyze situations accurately and adopt effective courses of action.
  • Meet schedules and timelines.
  • Plan and organize work efficiently.

Education/Licenses/Experience:

Bachelor’s degree required. Valid Texas teaching certificate in Reading/ELAR and training in Orton-Gillingham methodologies required. A Certified Academic Language Therapist/Practitioner (CALT/CALP) or Licensed Dyslexia Therapist (LDT) is preferred. Special Education certification preferred. Two years of teaching experience is required.

Working Conditions:

Mental Demands:

Self-motivated, able to perform tasks with little or no supervision, handle frequent interruptions, manage multiple complex projects concurrently, maintain emotional control under stress, communicate effectively (verbally and in writing), and coordinate district support functions.

Physical Demands/Environmental Factors:

Lifting/carrying 15-44 pounds; frequent sitting, standing, walking, climbing, stooping/crouching/kneeling, pulling/pushing, reaching; repetitive hand motions; prolonged use of a computer; clear speaking; occasional district-wide and state-wide travel; work occasional irregular and prolonged hours.