Teacher - Dyslexia Program Specialist (2026-2027)

Job Title: Teacher – Program Specialist                     Wage/Hour Status:  Exempt 

Job Role: Dyslexia                                                Funding Source: 

                                                            ? Title I, Part A – 211 

                                                                        ? Title II, Part A – 211 

                                                                        ?  Title II, Part A – Supporting Effective Instruction – 2555 

                                                                        ?  Title III, Part A – 263 

                                                                        ?  Title IV, Part A - 287 

                                                                                                     ?  Perkins V, 244 

                                                                                                     ?  IDEA B, 224                                                                        

Pay Grade: Classroom Teacher Hiring Schedule 

Department/School: Special Education/Assigned Campus 

Function: Educational Support 

HR Date Approved: December 2015 

Reports to: Director of Special Education and  HR Date Revised: June 2026 

                    Campus Principal 

Title I, Part A- 211 The intent of Title I, Part A, is to provide supplemental resources to LEAs to help schools with high concentrations of students from low-income families provide high-quality education that will enable all children to meet the challenging state academic standards. 

Title II, Part A-Supporting Effective Instruction- 255 The intent of Title II, Part A is to provide resources to LEAS to increase student achievement, improve the quality and effectiveness of teachers, principals, and other school leader, and to increase the number of teachers, principals land other school leaders who are effective in improving student academic achievement in schools. 

Title III, Part A- 263   The intent of Title III, Part A is to provide supplemental resources to LEAs to help ensure that children who are English learners, including immigrant children and youth, attain English proficiency at high levels in academic subjects and can meet the same challenging State academic standards that all children are expected to meet. 

Title IV, Part A- 287 The intent of Title IV, Part A is to improve the academic achievement of all students by increasing the capacity of LEAs, schools, and communities to provide all students with access to a well-rounded education, improve school conditions for student learning, and improve the use of technology in order to enhance academic outcomes and digital literacy of students. 

Perkins V, 244 The intent of Perkins V, 244 is to?expand opportunities for every student to explore, choose, and follow career and technical education programs of study and career pathways to earn credentials of value. 

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SUMMARY: 

Provide students identified with Dyslexia and other related learning difficulties with an individualized, intensive, multisensory, phonetic instructional program that includes a variety of writing, spelling, and reading components. Provide students with the opportunity to make significant gains in reading and develop competencies and skills to function successfully in society. 

The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties and responsibilities noted herein, however, this list represents examples only, and is not a comprehensive listing of all functions and tasks performed by positions found in this job description. 

• Model KISD core organizational beliefs and values; perform duties effectively and efficiently for the purpose of supporting and contributing to high student achievement. 

• Provide program support and service delivery; communicate effectively within and across teams and participate in cross-functional work groups. 

• Maintain a commitment to the District mission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals. 

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MAJOR RESPONSIBILITIES AND DUTIES 

Instructional Strategies 

• Collaborate with students, parents, and other members of staff to develop an Individualized Education Program (IEP) through the Admission, Review, and Dismissal (ARD) Committee process for each student assigned. 

• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.  Prepare lessons that reflect accommodations for individual student differences. 

• Plan and use appropriate instructional and learning strategies, activities, materials, equipment, and technology that reflect understanding of the learning styles and needs of students assigned and present subject matter according to guidelines established by the Texas Education Agency, Board Policies, and Administrative Regulations. 

• Work cooperatively with classroom teachers to modify regular curricula as needed for students identified with dyslexia according to IEP or 504 Guidelines. 

• Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements. 

• Participate in ARD Committee and 504 planning meetings on a regular basis. 

• Participate in selection of books, equipment, and other instructional media. 

Student Growth and Development 

• Conduct ongoing assessment of student achievement through formal and informal testing. 

• Consult District and outside resource individuals regarding education, social, medical, and personal needs of students. 

• Be a positive role model for students. 

Classroom Management and Organization 

• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. 

• Manage student behavior in accordance with Student Code of Conduct and student handbook. 

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

• Assist in selecting books, equipment, and other instructional materials. 

• Compile, maintain, and file all reports, records, and other documents required. 

Communication 

• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members. 

Professional Growth and Development 

• Participate in staff development activities to improve job-related skills. 

• Comply with State, District, and school regulations and policies for classroom teachers. 

• Attend and participate in faculty meetings and serve on staff committees as required. 

Other 

• Maintain confidentiality. 

• Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents. 

• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research. 

• Comply with all policies, operating procedures, legal requirements, and verbal and written directives. 

• Comply with the Professional Code of Ethics and Standard Practices for Texas Educators. 

• Follow District safety protocols and emergency procedures. 

• Perform other related duties as assigned. 

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QUALIFICATIONS: 

Education/Certification: 

• Bachelor’s Degree from an accredited university 

• Valid Texas Teaching Certificate with required endorsements or related training/license for providing Dyslexia Services 

• Required: Valid Texas Teaching Certificate in Special Education 

Experience: 

• Student teaching, approved internship, or related work experience 

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SPECIAL KNOWLEDGE/SKILLS/ABILITIES: 

• Knowledge of reading, writing, and spelling instructional strategies 

• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individualized Education Plan (IEP) goal setting process and implementation  

• Ability to assess students for dyslexia 

• Ability to analyze, interpret, and use student data  

• Ability to instruct students and manage their behavior 

• Strong organizational, communication, and interpersonal skills 

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SUPERVISORY RESPONSIBILITIES: 

• None 

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MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS: 

Tools/Equipment Used:  

• Personal computer, phone systems, video/instructional equipment, and peripherals  

Posture: 

• Prolonged siting and standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting 

Motion: 

• Frequent walking; repetitive computer work with frequent use of hands and wrists  

Lifting: 

• Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment  

Environment: 

• Work inside and outside (exposure to sun, heat, cold, and inclement weather), exposure to noise and computer monitors 

• Work to be completed on-site from assigned school or building 

• No remote work 

Mental Demands:  

• Work with frequent interruptions; maintain emotional control under stress; work prolonged or irregular hours 

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INTENT AND ACKNOWLEDGEMENT: 

This description is intended to indicate the kinds of tasks and levels of work difficulty required of positions given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be.  It is not intended to limit, or any way modify the right of any supervisor to assign, direct and control the work of employees under supervision.  The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.