Literacy Facilitator (26-27)

Literacy Facilitator (26-27)

The Literacy Facilitator is responsible for providing high-quality, evidence-based dyslexia intervention services to students identified with dyslexia and related literacy needs. Assigned to either a specific campus or a portfolio of schools, the Literacy Facilitator delivers structured literacy instruction aligned to TEA requirements and supports students in developing foundational reading, writing, and language skills necessary for academic success.

In partnership with school leadership, the Assistant Principal of Student Support (APSS), teachers, and MTSS teams, this individual executes interventions with fidelity aligned to student requirements. By incorporating language development strategies into intervention programs, the facilitator assists multilingual learners and newcomers. The Literacy Facilitator plays a critical role in supporting equitable literacy outcomes for students and ensuring compliance with state and federal requirements related to dyslexia and multilingual services.

Role Responsibilities:

• Deliver evidence-based dyslexia services to students in small group and/or individualized instructional settings
• Implement approved dyslexia curriculum and structured literacy practices with fidelity
• Provide instruction aligned to student instructional needs, progress monitoring data, and documented service plans
• Maintain appropriate pacing, instructional routines, and intervention dosage requirements to support student growth
• Develop student skills in phonological awareness, decoding, fluency, spelling, written expression, oral language, and language comprehension
• Differentiate instructional practices to support multilingual learners and students with varying language proficiency levels

Multilingual and Newcomers Support:

• Implement language-rich, scaffolded literacy practices that integrate oral language development, academic vocabulary, comprehension strategies, and cross-linguistic connections to support multilingual learners, including newcomer students
• May provide newcomer instruction and/or teach ELD courses at schools based on student and school needs
• Collaborate with ESL and Dual Language staff to ensure intervention instruction supports both literacy development and language acquisition
• Utilize culturally responsive instructional practices to support student learning and engagement
• Support campus teams in identifying appropriate interventions and supports for multilingual learners experiencing literacy challenges
• Assist with implementation of accommodations and instructional supports for multilingual learners within intervention settings

Progress Monitoring and Data Analysis:

• Administer progress monitoring assessments and maintain accurate student data records
• Use student performance data to adjust instruction, intervention groupings, and instructional supports
• Collaborate with campus teams to review student progress and support MTSS decision-making processes
• Maintain compliant service logs, intervention documentation, and student records in alignment with district, state, and federal expectations

Collaboration and School Support:

• Partner with APSS and school instructional leadership teams to support implementation of intervention systems
• Collaborate with classroom teachers to ensure alignment between intervention instruction and core literacy instruction
• Participate in MTSS meetings, LPAC discussions when appropriate, student support meetings, and problem-solving discussions related to student intervention needs
• Support implementation of accommodations and literacy supports within the classroom environment where appropriate
• Maintain consistent communication with families and campus stakeholders regarding student progress as directed by campus leadership

Compliance and Professional Responsibilities:

• Ensure dyslexia services are delivered in accordance with TEA Dyslexia Handbook guidance and district expectations
• Maintain confidentiality and compliance with all federal, state, and district policies and procedures related to dyslexia and multilingual learner services
• Participate in ongoing professional development related to structured literacy, intervention practices, multilingual supports, MTSS, and dyslexia services
• Support campus readiness for audits, monitoring activities, and compliance reviews related to dyslexia and intervention services

Qualifications

Qualifications:

• Bachelor's degree required
• For Middle School and High School: Valid Texas teaching certification required; preferred certifications include ELAR/Reading Language Arts, ESL, or Bilingual
• CALT, CALP, Licensed Dyslexia Therapist (LDT), or other structured literacy/dyslexia intervention credential required or obtained within the first year
• Experience providing literacy intervention, dyslexia services, ESL supports, or MTSS support preferred
• Experience supporting multilingual learners, newcomer students, students with dyslexia, and students with disabilities preferred

Competency and Skills:

• Students receiving dyslexia intervention demonstrate measurable growth in targeted literacy skill areas.
• Multilingual learners and newcomer students demonstrate growth in literacy and language development.
• Dyslexia intervention services are delivered consistently and with fidelity.
• Intervention documentation and progress monitoring records remain compliant and up to date.
• Campus leaders report strong collaboration and support related to intervention systems and student needs.
• Students receive required accommodations and instructional supports aligned to documented plans.
• Intervention groups, schedules, and instructional practices align to district expectations and student needs.

Physical Requirements:

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• The person in this position needs to be able to move about inside and outside the school throughout the workday.
• The candidate is expected to attend conferences, meetings and training sessions both virtually and in person within the Region.

Additional Requirements:

• Reliable transportation is needed for travel between campuses
• Ability to maintain emotional control under stress.
• Work with frequent interruptions.

Work Environment:

Hybrid work - Reports to the central office or schools three days a week

Travel Requirements:

Minimal travel: May travel to other school sites or regional offices for professional learning, meetings and other work related activities.

Additional Information

What We Bring to the Table: Comprehensive medical, dental, and vision plans with coverage options for employees and their families. Competitive vacation and flexible paid time off (PTO) policies. Paid family leave. Flexible spending account or high-yield HSA. Employee assistance programs. KIPP also offers the following employee-paid benefits: legal plans, LifeLock identity protection, life insurance and disability insurance.

EEO: KIPP Texas is an Equal Opportunity Employer. KIPP Texas ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation, or disability. Any individual needing assistance in making an application for any opening should contact the Talent Team.

Federal law requires employers to provide reasonable accommodation to qualified individuals with disabilities. Please tell us if you require a reasonable accommodation to apply for a job or to perform your job duties. Examples of reasonable accommodation include making a change to the application process or work procedures, providing documents in an alternate format, using a sign language interpreter, or using specialized equipment.