Reading Intervention Teacher

Full job description
Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom. We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.

This position will serve as a school resource for staff and parents with regards to special education services and regulations. The Reading Intervention Teacher will work closely with the Student Support Team (SST) to assist in observing, documenting, and referring students with suspected special education impairments. The candidate should be able to monitor students; continuous progress through data collection and observation and provide information/support and training to teachers and parents around their child's needs. The Reading Intervention Teacher should have a good understanding of state and federal regulations and local policies regarding children with special needs. The Reading Intervention Teacher should be flexible, self-motivated, and a team player.

Like all DREAM employees, the Reading Intervention Teacher should demonstrate a strong commitment to the mission and values of DREAM and should have substantial expertise in all areas of responsibility. Candidates must also value DREAM’s comprehensive approach to education and desire to make a lasting impact in underserved communities as part of a growing organization.

Responsibilities

Provide a variety of researched-based reading intervention strategies rooted in the science of reading to promote student reading growth, such as Phonics for Reading, REWARDS, etc.;

Teach small group, of about 8 students or less, instructional lessons and progress monitor a caseload of about 35 students to determine strengths and needs, analyze data, and provide and plan interventions with fidelity;

Maintain continued communication with content area teachers and ensure knowledge of grade-level standards and concepts through weekly participation in grade team meetings;

Ensure transferability of skills learned within the small group reading intervention setting into the larger classroom setting by providing visual tools for students to implement with support from the classroom teachers

Model responses and provide visual anchors/agendas/materials and lead students through guided and independent practice while regularly checking for understanding;

Actively progress monitor student data at least weekly tied to individual student reading goals using the school provided data tracker

Serve as a resource for families, teachers, and staff to ensure the understanding of the individuals needs and diagnoses;

Demonstrate understanding within the field of Special Education by integrating a student’s Individual Education Plan (IEP) into the designated reading intervention program by planning and monitoring student IEP reading goals, sharing student data both verbally and in writing during IEP meetings;

Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;

Create a positive, achievement-oriented and structured learning environment with a high joy factor so that students are excited about and invested in their academic excellence;

Be an active member of the School Support team and Response-to-Intervention team and assist in developing strategies to support students in need;

Set and reinforce clear expectations and routines that are aligned with the school’s overall vision;

Engage parents and families in their children’s academic success through regular communication of success and challenges; communicate regularly with parents about student progress and IEPs;

Additional duties related to the running of the school as assigned.