Literacy resource teacher for a dual language elementary school.

 

Plans instruction and assessment aligned with District learner outcomes and State achievement standards.  Supervises assigned students and maintains a positive learning environment.  Adapt instruction to meet the individual learning needs of all students resulting in an increased probability of advancing their achievement. Primary professional efforts are directed toward the development and success of their individual professional goals and specifically towards instructional improvement and the development of expertise in all areas of instruction.  Maintain positive inter-personal relationships with students, parents, staff, and community members. 

 

The LRT position has traditionally been used to support teachers and schools in the realm of literacy assessments, data collection,  data processing and analytics, READ Act implementation, and literacy based intervention. The guidelines and recommendations for the position of LRT are listed below as well as the educational requirements from the state and the preferred requirements from the district. 

 

Recommendations and Guidelines for Scope of Work:

 

1. LRTs should work to support their buildings in the coordination and implementation of universal screening in the realm of literacy. This can include work in providing access to educational testing platforms, ensuring proper assessment implementation to include setting up accommodations, being aware of testing windows, deadlines, and purpose for testing, supporting testing facilitators, and facilitating testing as needed such as CBM testing or progress monitoring.

2. The LRT should be the building leader in READ Act implementation, guidance, and coordination, which aligns to universal screening rules for fall, winter, and spring windows. All work that the LRT leads in regards to READ Act rules and administration should be done in conjunction with classroom teachers and building admin, and the district literacy coordinator. Classroom teachers and other assigned interventionists should be considered integral in the development and management of their students’ READ Plans. READ Plan coordination and management should always be done in partnership with the classroom teacher, assigned interventionist, and MTSS team. LRTs  should not be made responsible for the individual development, communication, or update of READ plans. 

3. LRTs should work to support school wide data collection and analysis. This may include being knowledgeable about testing platforms and data warehouses,  a variety of data reports, district and state set benchmarks related to intervention, state testing, and READ plans. They should be able to coach or assist teachers and building administration in the analysis of data in order to make instructional decisions within the MTSS process. LRTs should help to maintain accurate records within data platforms. Due to the requirements of this descriptor, LRTs should be provided adequate time throughout the day outside of group or meeting times to allow for instructional planning, data collection, analysis, teacher support, progress monitoring, group design, and READ Plan/ACT implementation.

4. Although the expertise of the LRT can be used for educating all students, their main focus group of students will be those who are identified as needing  additional support at the Tier 2 and 3 intervention levels. Typically this group of students fall within nationally recognized percentile ranks at or below the 25%ile.  In supporting this group of students,  the LRT should be providing direct intervention services as well as progress monitoring services that align to the goals they have helped to establish for students’ literacy needs. The intervention, goals, and progress monitoring should be provided within a clearly established intervention cycle of 6 to 8 weeks. 

 

Clarifications: Unlike other support/service positions, LRTs are not recommended to be used  in a co-teaching model. Intervention is defined as happening in addition to Tier 1 instruction, and co-teaching happens directly during Tier 1.  LRT’s may push into independent small group time to deliver intervention, but they should still focus on working with targeted students who would fit the descriptors in area number 4. 

 

Licensing/Skill Requirements:

 

• LRTs should hold correct grade level endorsements from the state based on grades being taught.
• Bachelor Degree Required
• Hold a valid and up to date teaching license
• Have acquired a K-3 READ Act Training Designation on state license or actively working towards designation within a year of hire
• Is not required to be a state endorsed reading specialist, but experience in the following areas is preferred:
• Strong knowledge in analysis of data with clear understanding of universal guidelines for intervention qualifications.
• Strong knowledge and background in administration of universal and interim assessments to include progress monitoring and CBMs
• Strong knowledge of CDE READ Act and development of READ Plans
• Strong knowledge of universal MTSS literacy practices with emphasis in best practices for designing small grouping,modifying  intensity of intervention, and goal setting. 
• Strong knowledge of intervention strategies used for literacy development or preferred training in OG, LETRS, CALT, or other approved foundational literacy training.
• Effective communication and interpersonal skills.
• Effective time management and organizational skills.

Milestone Deliverable of Work	Delivery Date
School wide initiation of all READ Plans, parent communication, and data warehouse input  Review of prior school year spring data to ensure continued support for students continuing intervention.	Fall
School wide update of all READ Plans, parent communication, and data warehouse input School based intervention updates at the individual student level and recommendations for intervention or next steps in referral process	Winter
School wide completion of all READ Plans, parent communication, and data warehouse input  for the district implementation of state reporting  School based intervention updates at the individual student level and recommendations for intervention or next steps in referral process	Spring