Literacy Specialist- .5 FTE

Work Year:

190

Bargaining Unit:

TTEA FLSA

Status:

Exempt Salary:

$52,755- $106,259 (Based on 190 day contract- 1.0 FTE) Salary Amount Listed is for the 2025-2026 School Year. The 2026-2027 School Year salary is TBD. Tigard Tualatin School District pays the 6% employee PERS contribution, upon eligibility.

JOB TITLE

K-5 Literacy Specialist

J OB GROUP

Licensed

REPORTS TO

Building Principal FTE:

.5 FTE

GENERAL DUTIES SUMMARY

To educate every child by coordinating and promoting the development of an aligned and articulated literacy curriculum that assures program quality and consistency.

REQUIREMENTS & RESPONSIBILITIES

To perform this job successfully, an individual must be able to perform the following requirements and responsibilities satisfactorily. However, any one employee may not perform all duties listed and examples may not cover all duties an employee is expected to perform. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential requirements and responsibilities of the position GOAL 1 - To establish an articulated and aligned literacy curriculum that assures program quality and consistency throughout the district

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. GOAL 2 - To assess the progress of all students toward meeting and exceeding benchmarks by using comprehensive strategies for measuring reading gains in addition to standardized reading assessments

RESPONSIBILITIES

: 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. GOAL 3 - To facilitate the development of school-based programs and to implement interventions to help students who are not yet meeting the reading benchmark.

RESPONSIBILITIES

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. GOAL 4 - To assist with reading staff development training

RESPONSIBILITIES

: 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

QUALIFICATIONS

The essential qualifications of the position are listed below. They include the requisite skill, experience and education for the assignments in this classification. The qualifications listed below are representative of the knowledge/skill and ability required. Reasonable accommodations may be made to enable an individual with disabilities to perform the duties and responsibilities of this position.

DISTRICT GOALS

: This position supports the district's Strategic Planning Document in the following ways:

BELIEF STATEMENTS

Establish an articulated and aligned literacy curriculum that assures program quality and consistency throughout the district.

ACADEMIC PERFORMANCE

Develop programs designed to help students meet/exceed expected reading goals. Increase the number of available alternative learning opportunities for students both within and outside of school.

CONTINUOUS LEARNING SYSTEMS

Facilitate development and implementation of comprehensive strategies for measuring student reading performance beyond standardized assessment.

CERTIFICATES, LICENSES, REGISTRATIONS

Valid Oregon Teaching License Reading endorsement

WORKING CONDITIONS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to: Talk and hear Stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl Occasionally climbing or balancing Frequently lifts and/or moves up to 10 pounds and occasionally lifts and/or moves up to 25 pounds. Specific abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate and the majority of the work day is spent indoors. Occasional night duty is required.

EVALUATION

Performance of this job will be evaluated in accordance with the provisions in the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and the Tigard-Tualatin Education Association.

TERMS OF EMPLOYMENT

Terms and conditions of employment are established by the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and TTEA. This job description is not intended to be and should not be construed as an all inclusive list of responsibility, skill, or working conditions associated with the position. While it is intended to accurately reflect the positions activities and requirements, the administrations reserve the right to modify, and or remove duties and assign duties as necessary that still reflect the essential functions of the department.