[School Year 2026-2027] Reading Intervention Teacher

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 students 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 schools overall vision;

Engage parents and families in their childrens 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.

Bachelors degree required; Masters Degree in Special Education or Reading highly preferred;

3 or more years of teaching experience in a special education setting with a record of high student achievement required;

Appropriate New York State certification in Special Education preferred;

Bilingual (Spanish) preferred;

A desire to make a difference in the lives of our students families and community;

Desire and ability to receive and implement feedback;

Excellent written and verbal communication skills including the ability to communicate effectively with various audiences (including colleagues students families);

A commitment to working with diverse populations of families and students including those at risk of educational failure;

A strong belief in the mission and values of DREAM including the desire to make a difference in the lives of our students families and community.