• Bachelors Degree or higher
• Experience with Wilson Reading Systems (Fundations, Just Words, WRS) or Orton-Gillingham
• A minimum of three years teaching experience preferred

• Assist in the assessment of students in grades 9-12 who need Tier 3 reading interventions
• Interpret and disseminate results of testing to other staff members as needed
• Meet with supervisor weekly to receive feedback on improving teaching practices

• Attend required professional development related to the reading program implementation
• Implement the Wilson Reading System to fidelity (see Wilson curriculum below)
• Collect and organize student data and update weekly
• Modify lessons for students in other content areas as needed

Professional Responsibilities:

• Check IEP calendar weekly for updates to the IEP meeting schedule
• Inform IEP Coordinator if students with upcoming meetings need additional testing or program changes
• Contribute to IEP Teacher Reports, including measurable goals, in the students Google Drive folder by the established deadlines
• Attend all scheduled department and grade level meetings/PLCs to stay updated on coordinated interventions, data, and goals
• Participate in IEP meetings as needed
• Prepare and communicate any changes or emphases in students needs related to supports, schedule changes, and goals to other staff members during grade level team meetings
• Complete a Goal Progress Report for the current trimester
• Attend Parent-Teacher Conferences prepared to discuss students academic growth

• Use assessments to identify students with word-level deficits who are appropriate for an intensive intervention
• Effectively utilize multisensory structured language (MSL) instructional techniques, and demonstrate explicit teaching, modeling, guided practice, and consistent review in lessons
• Accurately teach the structure of the English language (presented in WRS Steps 1-6): consonant and vowel phonemes, syllable structure, common orthographic rules and spelling patterns, common Latin-base elements and affixes, etc.
• Diagnostically plan and deliver lessons, addressing and understanding specific student weaknesses that impact the ability to learn to read and write
• Appropriately pace students through the curriculum, developing mastery of material taught, designing lessons that focus on accuracy, automaticity of word reading, and fluency with text reading
• Administer pre- and post-testing assessments to document student growth in word attack, spelling, comprehension, reading fluency, and broad reading measures