Position: Dyslexia Campus Specialist

 

Campus: Dickinson Junior High School

 

Wage/Hour Status: Exempt

 

Immediate Supervisor(s): Principal and Executive Director of Special Programs

 

Pay Grade: Per Compensation Manual

 

Days Employed: Per Compensation Manual

 

POSITION SUMMARY:

 

• Provide students, identified with dyslexia, with research-based learning experiences
• Manage all reporting requirements associated with this position in alignment with the guidelines as outlined in the Dyslexia Handbook
• Provide direct, intensive instruction in basic literacy skills and consult staff with classroom accommodations

 

QUALIFICATIONS:

 

Education/Certification:

 

• Bachelor's degree from an accredited university
• Master’s Degree (preferred)
• Valid Texas teaching certificate, with required special education endorsements
• Valid Texas bilingual teaching certificate, with required special education endorsements (for bilingual diagnostician positions)
• Demonstrated competency in Reading intervention and training in dyslexia instruction (Preferred training: Reading by Design, Esperanza, or other Dyslexia intervention)
• ESL certification is required no later than March 15of the first year

 

 

Special Knowledge/Skills:

 

• Knowledge and demonstrated competency in teaching reading
• Knowledge of RTI as it relates to reading
• Knowledge of Texas Dyslexia requirements outlined by TEA Dyslexia Handbook
• Specific training in methods to instruct students with dyslexia
• Knowledge of dyslexia and how it impacts students academically including specialized methods to plan for, instruct, collect data, and adjust to improve student outcomes.
• Openness to change and innovation to meet the needs of all students
• Effective communication, public relations, and interpersonal skills
• Demonstrated organizational and time-management skills

 

Experience:

 

• At least three years of successful teaching experience in an assigned level/subject

 

 

MAJOR RESPONSIBILITIES:

 

Instructional Strategies:

 

• Serve as the campus Dyslexia Specialist or campus Bilingual Dyslexia Specialist
• Implement the components of the District Dyslexia program at the campus level, whether in English or Spanish, ensuring that Federal, State, and District policies/guidelines are followed and in compliance with the Dyslexia Handbook
• Provide direct services in the area of reading/dyslexia/dysgraphia
• Plan and provide dyslexia instruction following the prescribed methods, as set forth in the TEA handbook and according to district procedure.
• Gather data throughout each grading period to determine students’ progress on goals/objectives and determine their specific strengths, areas of need and have evidence documented (logs, trials, mastery checks, charting, etc.)
• Work cooperatively and consult with other teachers to accommodate curricula and instruction as needed for special education, 504, ELL, and GT students with co-existing dyslexia needs within the general education setting
• Use available technologies as appropriate teaching and learning tools, integrated into the instruction and practice to support dyslexia (i.e. Learning Ally, Talking Books)
• Conduct ongoing assessments of student learning and use results to analyze, plan and implement instruction that addresses reading deficits
• Manage/utilize data effectively for systemic process and program analysis to improve student outcomes
• Create a safe classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior in accordance with the DISD Student Code of Conduct
• Provide for care and protection of school property (books, equipment, and other instructional materials)
• Participate in campus and district PLC, facilitate discussions about student/campus/district data with campus leadership and content/grade level teams to guide instruction to meet identified campus/student needs
• Implement data-driven decision-making for improvement efforts based on best practices
• Work cooperatively with the campus leadership teams and district instructional leaders, to analyze and interpret assessment data to improve reading instruction
• Account for the accuracy and verification of all student program data and reports
• Gather and maintain accurate student accounting records, data, progress logs, mastery checks, and screener information to be used in determining student’s present levels of performance, and when making recommendations presented in ARD/504 meetings
• Use the district online platform for ARD preparation and documentation, be knowledgeable of the Annual, Review, and Dismissal (ARD) process and procedures in compliance with district, state, and federal guidelines
• Read the students’ Full and Individual Evaluation (FIE) and upload logs, trackers, work samples into the student file online
• Monitor progress on IEP goals/objectives throughout each 9 weeks and update progress at the end of each 9 weeks using the online platform to share with parents concurrent with report cards
• Prepare for and participate in the ARD committee meetings for assigned students; follow all timelines, prepare drafts for recommendations to include PLAAFPs, IEP goals/objectives, dyslexia supplements, transitions, BIP, sharing data, and records, knowledgeably and professionally
• Follow all DISD A-Z operating guidelines that are relevant to the position, including, but not limited to, Case Manager Duties, IEP Access, and Implementation, Accessible Instructional Materials, Dyslexia, Discipline, FERPA, IEP Goals and Objectives, 10 Critical Components, Student Records, Modification/ Accommodation/Specially Designed Instruction, and Documentation of Special Education
• Collaborate with other members of staff to review instructional goals, objectives, accommodations, and methods according to campus and district requirements
• Assist in upholding and implementing administrative regulations and board policy
• Submit all legal documents in a timely manner as required by Federal, State, and District guidelines
• Participate in staff development activities to improve job-related skills and student outcomes
• Attend required dyslexia training
• Present information on reading and dyslexia to campus, district, and parents to improve student outcomes
• Stay abreast of developments in the profession and display an openness to change and innovation
• Maintain professional records and a personal schedule with attention to organization, timelines, priorities, and accuracy; show evidence as required
• Attend and participate in district dyslexia meetings, faculty meetings, department meetings, district meetings and serve on staff committees as required
• Participate as an effective team member who contributes to district, department, and content goals
• Establish/maintain a professional relationship, open communication, and collaboration with parents, students, colleagues, and community members
• Keep informed of and comply with federal, state, district, and school regulations and policies and procedures for special education teachers such as confidentiality and STAAR requirements
• Perform other duties as assigned

 

 

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job

 

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students
• Motion: Frequent walking and reaching, frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment
• Environment: Work inside and outside (exposure to the sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases)
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress; Ability to interact positively and proactively with students with behavioral concerns, communicate verbally and in writing, instruct and maintain emotional control under stress
• Professional Dress: Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent.  During work hours, visible body piercings (except earrings) will not be allowed.  

EVALUATIONS: 

• Performance of this position will be evaluated annually