Job Summary: The Special Education Interventionist - Dyslexia Teacher provides specialized instruction and support to students with dyslexia and related learning differences, ensuring compliance with Section 504 and special education requirements. This role is responsible for developing, managing, and implementing individualized dyslexia programs, delivering targeted interventions, and monitoring student progress. The teacher collaborates closely with classroom teachers, school staff, and parents to provide resources, training, and strategies that promote early literacy skills and academic success. This position is well-suited for educators who are passionate about special education and making a meaningful impact on students' learning outcomes.

Duties and Responsibilities:

1.

Program Development & Compliance

Assist in developing, writing, and implementing Dyslexia and/or Section 504 plans in accordance with local, state, and federal guidelines. Interpret assessment results to identify reading deficits and determine appropriate remediation. Develop and maintain individualized education programs (IEPs) and dyslexia goals for eligible students, updating them each reporting period as required. Generate and maintain computerized dyslexia reports, progress monitoring data, and program documentation for each student served. Prepare required Admission, Review, and Dismissal (ARD) committee reports and participate in ARD meetings to present test results, IEPs, and service recommendations. Maintain state/local folders for all students served and submit tracking logs, class lists, and other required documentation to the Special Education Specialist and Director. 2.

Instruction & Intervention Provide direct, small-group, or individual multisensory instruction tailored to student needs using techniques such as phonetics, repetition, and structured literacy methods. Design and implement lesson plans that comply with TEA requirements for dyslexia instruction. Modify the general education curriculum as needed to meet student learning needs, in collaboration with general education teachers. Monitor and support students who have transitioned to the "monitor only" phase of services. Track student progress using data collection and analysis, adjusting interventions as needed to maximize academic and behavioral success. 3.

Collaboration & Communication Work closely with the Special Education Director, campus administrators, and general/special education staff to align program goals and services. Coordinate and monitor instructional and related services provided to students with disabilities. Consult with teachers to help implement dyslexia interventions for identified students. Communicate openly with administrators regarding supports and services offered. Maintain regular, documented communication with parents from diverse backgrounds regarding evaluation results, programming, placement, services, progress, and student rights. Collaborate with multidisciplinary personnel, community agencies, and outside district resources to support student needs. 4.

Program Support & Materials Management Utilize the Dyslexia Program and other resources to requisition materials appropriate for individual student needs. Organize and maintain paperwork and documentation related to dyslexia identification, services, and progress. Complete and submit dyslexia report cards for each six- or nine-week grading period to principals and parents.. 5.

Professional Responsibilities Attend staff development and training to enhance professional skills. Maintain a professional work environment and positive relationships with students, staff, and families. Report personal absences to the supervisor and campuses served. Perform other job-related duties as assigned. Education: Bachelor's Degree from a four-year, accredited university. Master's Degree preferred.

Certification: Participation in a program leading to NCLB Highly Qualified status, enrollment in an approved Alternative Certification Program, and working towards completion of the required TEXES exam for the teaching assignment.

Preferred Work Experience: Student teaching, practicum, or other related instructional expertise. Experience working with children in educational, tutoring, or intervention settings. At least three years of teaching experience. Competencies: To perform this job successfully, an individual should demonstrate the following competencies: Knowledge of state and federal education laws and regulations. Strong understanding of subject matter and ability to lead discussions effectively. Willingness to follow structured programs as designed. In-depth knowledge of effective instructional strategies and techniques. Ability to integrate and leverage technology in educational settings. Strong analytical skills, including the ability to use logic and reasoning to evaluate alternative solutions, conclusions, or approaches to problems. Knowledge of and ability to implement the Americans with Disabilities Act Amendments (ADAAA), Section 504 of the Vocational Rehabilitation Act, and other applicable federal and state civil rights legislation. Ability to review and implement agency policies, procedures, and operating guidelines. Skill in conveying and interpreting information to students clearly. Ability to communicate effectively, both orally and in writing, with students, parents, administrators, and other education professionals. Capacity to work under stressful conditions, including periods of heightened stress. Ability to work independently with minimal supervision. Strong collaboration skills to work effectively with all stakeholders while maintaining a professional and courteous demeanor. Ability to maintain accurate files and records.

Equipment Used: Microsoft Office, Web Smart, E-SPED, Eduphoria, Office equipment (e.g., computer, copier). General Knowledge of accounting procedures, district policies and school law.

Working/Environmental Conditions/Mental Demands/Physical Demands:

Work is typically performed in an interior environment that does not expose the employee to hazardous or unpleasant conditions. The position requires the ability to lift and carry up to 25-30 pounds, sit, use hands to finger, handle, or feel, and reach with hands and arms. Employees must be able to talk and hear, as well as stand, stoop, kneel, crouch, walk, drive, and remain mobile as required to perform job duties.

PERFORMANCE EVALUATION: Job performance is evaluated according to policy provisions and contractual agreements adopted by The Rhodes School.

The Rhodes School is an equal opportunity employer. This job description identifies general responsibilities and is not intended to be a complete list of all duties performed. This document is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, program/curriculum changes, and unforeseen events.