High Dosage Literacy Instructional Assistant (Temporary) Elementary Schools TBD

POSITION LOCATION:Elementary School - TBD (Multiple Temporary Positions Available)

POSITION START DATE: January 12 2026 - End of School Year 2027 (Grant Funded)

FTE: 1.25 - 4.25 hrs/day - .16 - .53 FTE

TITLE:Temporary High Dosage Literacy Instructional Assistant - Elementary

REPORTS TO: School Administrator and/or designee

PURPOSE

To improve student literacy achievement by providing intensive high-dosage instructional and non-instructional support to students under the supervision and guidance of a licensed teacher and/or school administrator. The IA may function in an instructional setting separate from the teacher exercising a considerable degree of skill with supervision within the framework of a teacher-planned and evaluated evidence-based literacy intervention program. The IA also assists in providing a safe healthy environment for students and performs a variety of general clerical duties.

*Some tutoring schedules may extend outside of the scheduled work day.

SUPERVISION RECEIVED AND EXERCISED:

Receives supervision from Administrator and may receive guidance and direction from Administrative Assistant and/or licensed staff. Exercises no supervision.

QUALIFICATIONS

To perform successfully in this position an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• A minimum of a high school diploma or equivalent.
• Willing to learn and implement new literacy programs and evidence-based structured literacy approaches.
• Positive Attitude.
• Excellent communication organizational and management skills.
• Ability to work well with children and teachers.
• Comprehend and follow written and oral instructions and complete work within established timelines.
• Basic technology skills.
• Communicate with appropriate student age group requiring both empathetic and disciplinarian approaches.
• Flexible and works well with others.
• Support individual students IEPs (Individual Education Plans) behavior support plans and other student plans with specific attention to literacy goals.
• Assist with communicating student expectations
• Administer school-wide assessments

ESSENTIAL RESPONSIBILITIES

• Assist teachers in the social and literacy development of the students.
• Implement district mandated high-dosage literacy intervention programs under teacher guidance.
• This includes but is not limited to the following: administering diagnostic literacy screeners determining placement preparing literacy intervention materials teaching and monitoring the progress of students in intensive small group literacy instruction.
• Provide teachers literacy performance data to document student progress.
• Understand and maintain district guidelines regarding safety and confidentiality.
• Provide students a safe and secure environment at all times.
• Administer school-wide literacy assessments and screeners.
• Behavior Management - Implement district and/or building approved behavior interventions/management (i.e. PBS CPC Calming Corners etc.).
• Data Input.
• Assist in establishing a positive learning environment and respond to the individual needs of students.
• Clerical support and simple maintenance and operation of school equipment and supplies.
• Maintain a confidential non-preferential non-judgmental manner towards the students staff and program.
• Work with a variety of students and demonstrate a willingness to gain the information and training necessary to work effectively.
• Employ good judgment in a variety of situations including emergencies.
• Develop and maintain effective working relationships with supervisor staff and general public.
• Prepares instructional materials related specifically to high-dosage literacy intervention.
• Administer minor first aid.
• Confer as needed with teachers concerning literacy programs and instructional materials to meet student needs

WORKPLACE EXPECTATIONS

• Work effectively with and respond to people from diverse cultures or backgrounds
• Demonstrate professionalism and appropriate judgment in behavior speech and dress in a neat clean and appropriate manner for the assignment and work setting
• Have regular and punctual attendance
• Confer regularly with immediate supervisor
• Follow all district policies work procedures and reasonable requests by proper authority
• Maintain the integrity of confidential information relating to a student family colleague or district patron and relating to District personnel

EVALUATION

Performance of this job will be evaluated in accordance with the provisions of the Collective Bargaining Agreement between Sherwood School District 88J and Oregon School Employees Association Chapter #103.

ADA REQUIREMENTS FOR ESSENTIAL RESPONSIBILITIES

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

• The employee is regularly required to talk or hear
• The employee is frequently required to stand walk sit use hands to finger handle or feel reach with hands and arms climb up and down step stool bend under the desks twist from the waist and stoop kneel crouch or crawl
• The employee must frequently lift and/or move up to 30 pounds
• Specific vision abilities required by this job including close vision distance vision color vision peripheral vision depth perception and ability to adjust focus