Literacy Specialist- .5 FTE

Tigard-Tualatin Sd 23J•Tualatin, OR

2d•Onsite

About The Position

To educate every child by coordinating and promoting the development of an aligned and articulated literacy curriculum that assures program quality and consistency. This role supports the district's Strategic Planning Document by establishing an articulated and aligned literacy curriculum, developing programs to help students meet/exceed expected reading goals, increasing alternative learning opportunities, and facilitating comprehensive strategies for measuring student reading performance beyond standardized assessment.

Requirements

Valid Oregon Teaching License
Reading endorsement

Responsibilities

Assist in the development of a literacy curriculum, which is aligned with the state and is articulated between grade levels, by serving on literacy curriculum renewal task forces and grant projects.
Assist with building literacy curriculum resources and assessment.
Assume a leadership role in the implementation of a clearly defined and carefully planned literacy curriculum.
Coordinate the collection and recording of individualized data on student reading performance (DIBELS Benchmark and Progress Monitoring).
Direct the grouping and re-grouping of students based on that data, to maximize reading achievement.
Assist and work with classroom teachers to ensure that students meet or exceed expected gains on yearly standardized reading assessments.
Work with teachers and specialists to design interventions to help students who are not progressing at the expected level and rate.
Implement alternative learning opportunities such as summer school, extended day EBIS plans, and others. This could include SFA and /or Title 1.
Facilitate collaboration among all those who have an interest in the child’s reading progress, which may include the classroom teacher (s), learning specialists, counselors, ELL teachers, volunteers and parents.
Facilitate the “Reading Instruction” portion of the EBIS (Effective Behavior and Instructional Support) program in coordination with the principal who is responsible for leadership and the counselor who is responsible for the “Behavior” portion. EBIS will identify students below the 20 th percentile and work with staff to create interventions to improve the instructional program for those students.
Complete Fidelity of Implementation Forms for all those providing interventions for students.
Continue to be trained in staff development skills and assist with school reading trainings.
Facilitate staff knowledge about state alignment, assessment procedures and intervention models and methods in reading.
Support the development and implementation of the district’s core knowledge for teachers (Excellence in Teaching) as it relates to reading, assure that standards are implemented, and model its components.