READING INTERVENTIONIST
: Job Details :

Model-Job Description Title: Full-Time Alabama Reading Initiative (ARI)-FundedIntervention Teacher Working Toward Certified Academic Language Therapist(CALT) CertificationIn compliance with the Alabama Literacy Act (ALA), an ARI-Funded intervention teachershall be assigned at one school to provide intensive, diagnostic, and prescriptive readingintervention to students who have been retained in third grade or who have beenpromoted to fourth grade utilizing a Good Cause Exemption based on the criteriaoutlined in the Alabama Literacy Act. The ARI-funded intervention teachers will implementa dyslexia-specific intervention approved by the International Multisensory StructuredLanguage Education Council (IMSLEC) and Alabama's Literacy Task Force (LTF).Intervention programs and student materials will initially be funded by the AlabamaDepartment of Education (ALSDE), as a part of a Memorandum of Agreement (MOA)between the ALSDE, the applicant, and the superintendent of the applicant's localeducation agency (LEA). Education/Qualifications:•The required Alabama Professional Educator Certificate in Early Childhood, ElementaryEducation or Special Education Collaborative.•A master's degree and Mastery Status in LETRS Early Childhood and/or LETRS K-12.•Minimum three years of successful teaching of reading or content areas and good classroom management. Providing intensive, targeted intervention utilizing an approved dyslexia-specific intervention program (from the current or previous ALSDE-approved lists) as a classroom teacher, special education teacher, English Learner, or reading interventionteacher.Required Knowledge, Skills, and Abilities:•Advanced knowledge of and compliance with the Alabama Literacy Act in order to effectivelyinterpret policy, procedures, and student data such as diagnostic test results and stateassessments.•Growth minded and willing to engage in high-level professional learning leading to CALTcertification.•Engage students in small-group instruction for several sessions a day in order to attain the700 required clinical teaching hours that results in CALT certification.•Strong organizational, communication, and interpersonal skills in order to collaborateeffectively with other teachers, administrators, and parents.•Ability to transition with the district, campus, and/or department changes.•Ability to facilitate schoolwide professional development in the area of dyslexia awareness toassist parents and teachers.•Ability to communicate effectively with and receive guidance from supervisors.•Ability to manage multiple priorities effectively. •Strong computer skills to implement multiple and diverse programs in person or online and toanalyze data.•Training or experience in a variety of effective reading intervention programs and/or strategiesthat would support students with the characteristics of dyslexia, a dyslexia diagnosis, and allstruggling readers.Minimum Roles and Responsibilities:•Fully participate in all scheduled Multisensory Language Education (MSLE) training sessionsassociated with CALT training, which may include in-state travel.•Participate in the administration of universal reading screeners to all students.•Participate on the Problem-Solving Team (PST) for students identified by the universalscreener as having a reading deficit. Assist in developing Student Reading ImprovementPlans (SRIP) and/or a Response to Intervention (RtI) plans when appropriate according to theALA and PST Manual.•Utilize the Dyslexia Screening and Needs Assessment Profile to administer readingassessments that will identify students with the characteristics of dyslexia.•Administer additional diagnostic academic skills assessments to identify areas of need andstrengths, if needed.•Depending on data, both qualitative (retention and Good-Cause-Exemption) and quantitative,discern which students need dyslexia-specific intervention.•Deliver prescriptive, explicit, systematic, structured, multi-sensory language instruction tostudents requiring dyslexia-specific intervention for four out of five days per week in asmall group setting of four to six students for the time prescribed by IMSLEC curriculum whichis 45 to 60 minutes daily.•Begin teaching intervention classes a minimum of four days per week no later than the thirdfull week of September and continue through the second full week of May.•Teach all classes/groups a minimum of 130 days per year.•Collaborate with the classroom reading teacher to ensure consistency in the use of readingstrategies utilized during intervention and in the classroom, to keep abreast of classroomprogress monitoring, and to ensure effective communication with the parent.•Serve as a resource to classroom teachers by providing support and instruction in StructuredLiteracy through analyzing data, lesson protocols, planning, and the implementation ofroutines and procedures.•Collaborate with administration and others on scheduling of students, preferably prior to thebeginning of the year and the building of classes. Students should not miss classroominstruction or social time to receive intervention.•Collaborate with Local and Regional Literacy Specialist when requested and appropriate.•Monitor, according to the program being administered, the reading progress of currentstudents receiving dyslexia-specific intervention.•Make recommendations for the adjustment of instruction according to student-specific needsidentified from progress monitoring both classroom and intervention program specific. •Provide reading intervention during LEA summer learning camp. Assist in collecting andcommunicating summer reading data to ARI. ALSDE-Required Accountability Documentation•MOU/MOA signatures indicating agreement with all terms and conditions.•Submission of intervention schedule with required timeframes for program implementationsubmitted by August 31 (a minimum of 4 classes).•Submission of class enrollment lists submitted by September 15 (a minimum of four per classin Year One of MSLE training).•Class attendance records submitted by date of classroom instruction at the end of eachquarter of school (four times per year).•End-of-Quarter assessment data for progress monitoring (both classroom and interventionprogram) on each student (four times per year).•Attendance of all training opportunities led by the MSLE trainer or the Alabama Reading Initiative for ARI-Funded Interventionists.