Rio Vista Independent School District                                     

Dyslexia Specialist

Rio Vista Elementary

25/26 Compensation Plan

25/26 & 26/27 School District Calendars

Primary Purpose:

Provide support to students, parents, teachers, counselors, and administrators in the identification, evaluation, and development of individualized plans designed to support students in need of intervention. Provide students identified with dyslexia and related learning difficulties with an individualized, intensive, multisensory, phonetic instructional program that includes a variety of writing, spelling, and reading components. Ensure students have the opportunity to make significant gains in reading and develop the competencies and skills necessary to function successfully in society.

Qualifications:

Education/Certification:

Master’s degree from accredited university

Valid Texas teaching certificate with required endorsements for subject assigned

MTA or Reading by Design Certification

Special Knowledge/Skills:

Knowledge of state and federal laws for educating students with disabilities

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

Ability to communicate effectively with parents and staff

Ability to implement policies and procedures

Ability to interpret data

Strong organizational, communication, and interpersonal skills

Experience:

5 years of experience teaching or providing counseling services to children with special needs

2 years of experience in an administrative or leadership role within a school setting preferred

Preferred experiences in administering the following:

• Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2) including the Phonological Awareness and Rapid Symbolic Naming composites
• Woodcock Reading Mastery Tests Third Edition (WRMT-III)
• Gray Oral Reading Tests – Fifth Edition (GORT-5)
• Test of Written Spelling – Fifth Edition (TWS-5)

Major Responsibilities and Duties:

Program Management

1. Consult with and assist campus-based administrators, professionals, teachers, and parents to meet the educational needs of students eligible for dyslexia.
2. Assist campus teams in writing IEP plans that allow student access to the full range of educational and co-curricular opportunities that are available to all other eligible students in the district. Evaluate the necessity for specific accommodations.
3. The Dyslexia evaluator collaborates closely with the Educational Diagnostician to determine whether a student meets eligibility criteria for a Specific Learning Disability (SLD) in the area of dyslexia. Dyslexia Evaluator assesses specific areas related to phonological processing and reading.
4. Following the evaluation, the Dyslexia Evaluator completes the Dyslexia Profile and prepares a written narrative report, which is incorporated into the Full and Individual Evaluation (FIE) report compiled by the Educational Diagnostician.

Instructional Strategies

1. Collaborate with students, parents, and other members of staff to develop an IEP through the ARD Committee process for each student assigned.
2. 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.
3. 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.
4. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
5. Participate in ARD Committee and 504 planning meetings on a regular basis.
6. Participate in selection of books, equipment, and other instructional media.

Student Growth and Development

1. Conduct assessments and ongoing progress monitoring of student achievement and use results to plan instructional activities.
2. Consult district and outside resource individuals regarding education, social, medical, and personal needs of students.

Classroom Management and Organization

1. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Manage student behavior in accordance with Student Code of Conduct and student handbook.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Other

1. Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.
2. Keep informed of and comply with federal, state, district, and school regulations and policies for dyslexia specialist.
3. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
4. Attend and participate in faculty meetings and serve on staff committees as required.
5. Follow district safety protocols and emergency procedures.

Consultation

1. Assist campuses in the development, implementation, and/or participation in professional development of instructional methodologies that allow curriculum accommodations and differentiated instruction based on student learning needs resulting from dyslexia, a disability, specific condition, or impairment.
2. Plan and conduct parent meetings. Consult with parents, administrators, counselors, teachers, community agencies, and other relevant individuals regarding dyslexia students.

Budget and Inventory

1. Assist with the selection and purchase of supplemental equipment and supplies for the program.

Policy, Reports, and Law

1. Compile, maintain, and file all reports, records, and other documents required.
2. Comply with policies established by federal and state law, State Board of Education rule, and the local board policy.
3. Follow district safety protocols and emergency procedures.

Supervisory Responsibilities:

Direct the work of assigned instructional aide(s).

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, twisting

Motion: Repetitive hand motions, frequent keyboarding and use of mouse

Lifting: Occasional light lifting and carrying (under 15 pounds)

Environment: Occasional districtwide and statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.