Reading Interventionists; Funded ARI Grant

Reading Interventionist

Employment

Terms:

A nine-month contract. Interventionists may serve as a teacher to support summer learning efforts, preferably in the role of an interventionist. Any addition to the nine-month contract will be supplemental and not an extended contract.

Schools/Locations:
Fitzpatrick Elementary, Dannelly Elementary, Highland Gardens, Johnson Elementary, King Elementary and Pintlala Elementary, Nixon

Position Summary:

This teacher will serve as a full-time Reading Interventionist at one school, as well as commit to the two-year professional learning associated with the Certified Academic Language Therapist (CALT).

Qualifications:

• Alabama Professional Educator Certificate in Early Childhood, Elementary Education or Special Education Collaborative.
• Master's degree and Mastery Status in LETRS Early Childhood and/or LETRS K-12.
• Minimum three years of successful teaching of reading or content areas and good classroom management.
• Experience provided intensive, targeted intervention utilizing an approved dyslexia-specific intervention program (from the current or previous ALSDE-approved lists) as a classroom teacher, special education teacher, English Learner, or reading intervention teacher.

Duties And Responsibilities:

• Fully participate in all scheduled Multisensory Language Education (MSLE) training sessions associated with CALT training, which may include in-state travel.
• Participate in the administration of universal reading screeners to all students.
• Participate on the Problem-Solving Team (PST) for students identified by the universal screener as having a reading deficit. Assist in developing Student Reading Improvement Plans (SRIP) and/or a Response to Intervention (RtI) plans when appropriate according to the ALA and PST Manual.
• Utilize the Dyslexia Screening and Needs Assessment Profile to administer reading assessments that will identify students with the characteristics of dyslexia.
• Administer additional diagnostic academic skills assessments to identify areas of need and strengths, if needed.
• Depending on data, both qualitative (retention and consistent deficiency data) and quantitative, discern which students need dyslexia-specific intervention.
• Deliver prescriptive, explicit, systematic, structured, multi-sensory language instruction to students requiring dyslexia-specific intervention for a minimum of four out of five days per week in a small group setting of four to six students for the time prescribed by the IMSLEC curriculum which is 45 to 60 minutes daily.
• Begin teaching intervention classes a minimum of four days per week no later than the third full week of September and continue through the second full week of May.
• Teach all classes/groups a minimum of 130 days per year.
• Collaborate with the classroom reading teacher and/or local reading specialist to ensure consistency in the use of reading strategies utilized during intervention and in the classroom, to keep abreast of classroom progress monitoring, and to ensure effective communication with the parent.
• Serve as a secondary resource to classroom teachers by providing support and instruction in Structured Literacy through analyzing data, lesson protocols, planning, and the implementation of routines and procedures. The local reading specialist serves as the primary resource.
• Collaborate with administration and others on scheduling of students, preferably prior to the beginning of the year and the building of classes. Students should not miss Tier 1 classroom literacy instruction or social time to receive intervention.
• Collaborate with Local and Regional Literacy Specialist when requested and appropriate.
• Stay abreast monitoring, according to the program being administered, the reading progress of current students receiving dyslexia-specific intervention. This progress should be indicated in Unified Insight as an "intervention" that aligns to the student's Student Reading Improvement Plan (SRIP).
• Make recommendations for the potential adjustment of instruction according to student-specific needs identified from progress monitoring both classroom and intervention program specific.
• Agree to serve as a teacher for summer reading…