Work Year: 190

Bargaining Unit: TTEA

FLSA Status: Non-Exempt

Salary: $48,775-$98,242

• Tigard Tualatin School District pays the 6% employee PERS contribution, upon eligibility.

JOB TITLE: K-12 Literacy and RTI TOSA

JOB GROUP: Licensed

IMMEDIATE SUPERVISOR: Director of Teaching and Learning

GENERAL DUTIES SUMMARY:

Coordinate and promote the development of an aligned and articulated literacy curriculum that assures program quality, consistency and a viable and guaranteed equitable experience in order to educate every child.

Provide leadership with Teaching and Learning and other department personnel to provide training, mentoring, coaching, and curriculum/system articulation and alignment for K-12 teachers specific to literacy and intervention programming.

Facilitate the ongoing progress and maintenance of the District’s Effective Behavior & Instructional Support (EBIS) also referred to as Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) through the provision of training, technical assistance, data management, monitoring, and systems development.

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/adoption task forces, research projects and relevant committees focused on core literacy and intervention programming.
• Assist with building literacy curriculum resources and assessment
• Assume a leadership role in the implementation of a clearly defined and carefully planned literacy curriculum that is aligned with the science of reading.

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 and monitor the systems for collecting and recording of individualized data on student reading performance used at each level as indicated below.
• K-5… Acadience -DIBELS- Benchmark and Progress Monitoring and I-Ready Literacy

Diagnostic

• 6-8… Acadience and I-Ready Literacy Diagnostic
• 9-12..Grades, Attendance and Office Discipline Referrals including System 44 and

Read 180 secondary reading intervention data

• 
  Facilitate, guide and support the training and development of data driven decision making processes to ensure research based instructional strategies are prescribed and utilized to maximize reading achievement.

GOAL 3 - To facilitate the development of District Literacy programs and the implementation of 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 utilize research-based interventions to help students who are not progressing at the expected level and rate.
• Partner with Teaching and Learning leadership and principals to plan extended learning opportunities such as summer school.
• Facilitate the K-5 Literacy Specialist meetings to ensure alignment in their responsibilities, collaborative problem solving and accountability and clarity with literacy intervention programming.

GOAL 4 - To develop, support and assist with reading staff development training

RESPONSIBILITIES:

• 
  Partner with other department TOSAs and Instructional Coaches to develop relevant and timely professional development to train staff specific to structured literacy strategies and skills.
• 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 as it relates to reading, assure that standards are implemented, and model its components.
• Work collaboratively with other district-level TOSAs, principals and district administrators to build capacity with school teams

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.

EFFECTIVE AND DEMONSTRATED SKILLS IN…

• demonstrate and articulate knowledge and belief about equity
• well versed in structured literacy knowledge and strategies aligned to the science of reading (ie. LETRS trained)

• presenting to small and large groups for staff development
• providing curriculum and effective instructional strategy consultation to teachers and administrators
• expecting and supporting quality teaching and learning

• collection, analysis and use of data for decision-making
• leadership
• planning, developing and evaluating programs
• communication, both written and orally
• interpersonal skills with individuals, teams and groups (student, parent, educator, specialist, administrator and support staff)
• working collaboratively with various groups within the school and in the community
• gaining consensus in groups and among various audiences
• time management
• problem-solving and development of solutions
• planning and facilitating meetings
• being a life-long learner

PHYSICAL AND ENVIRONMENTAL REQUIREMENTS

The physical demands described here are representative of those that must be met by and

employee to successfully perform the essential functions of this job. Reasonable

accommodations may be made to enable individuals with disabilities to perform the essential

functions.

• 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.

EVALUATION

Performance of this job will be evaluated in accordance with the TTEA-OEA bargaining agreement and Board policy.

TERMS OF EMPLOYMENT

Terms and conditions of employment are established by the TTEA-OEA bargaining agreement.

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.