POSITION TITLE: Math / Reading Specialist

FLSA: Exempt

QUALIFICATIONS:

• Appropriate state teacher certification with Special Reading Certification

• Bachelor's Degree, preferred, English as a Second Language, or Special Education, preferred

• Leadership and organizational qualities which include the ability to facilitate teams, communicate collaboratively, train and lead others, and coordinate data

• Working knowledge and understanding of the Response to Intervention (RtI) process, at-risk supports, and literacy development

REPORTS TO: Principal

TERMS OF EMPLOYMENT: Work days with benefits according to the teacher negotiated agreement

POSITION OVERVIEW:

To provide the strategies and support to facilitate the Integration of At-Risk Supports (IARS) which focuses on effective instructional and behavioral practices related to the specific needs of each child, based on a Response to Intervention (RtI) framework.

ESSENTIAL PERFORMANCE RESPONSIBILITIES:

• Provide research-based, direct instruction in small intervention groups for the majority of the work day

• Work collaboratively with the school-wide IARS team on the appropriate use of data in making educational decisions

• Work collaboratively with grade level IARS teams on the appropriate use of data in making educational decisions

• Coordinate building universal screening schedule

• Facilitate the coordination of school-wide and individual student progress monitoring data

• Maintain an accurate data base of students in IARS

• Train building staff on the research-based interventions

• Assist building administration in reviewing data to develop and assist in building level professional development which supports IARS

• Work collaboratively with school-wide IARS team to coordinate parent education activities

• Work collaboratively with building administration to plan expenditures of program funds within IARS

OTHER RESPONSIBILITIES:

• Support the total school program by observing curricular and extra-curricular student activities

• Exhibit dependability and punctuality in assigned duties

• Strive to improve professional competence

• Display appropriate personal and professional traits that exhibit a positive role model for students

• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities

• Strive to achieve the objectives and expectations of the Teacher Performance Evaluation Plan

• Maintain a caseload of students receiving instructional interventions as determined by building administration

• Attend Intervention Specialist meetings and share pertinent information with building administration and IARS teams

• Follow IARS guidelines and procedures

This is a professional position that uses professional judgment and may serve more than forty hours per week. Retirement is through the Teacher Retirement System (TRS) of Texas and not Social Security. TRS requires five years of participation before any retirement funds are vested. Texas Workers Compensation covers workers in this position.
Some employees are partially or fully funded with Title I funds. Staff should ask their campus Director if they are paid from Title I funds. Such are Federal monies and are subject to reduction and elimination at any time.
The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified. Percentages assigned to responsibilities are approximate, and subject to adjustment by supervisors. This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term