Bilingual Dyslexia Teacher 2026-2027 at Fort Bend Independent School District

Sugar Land, Texas, United States -

Full Time

Start Date

Immediate

Expiry Date

18 Aug, 26

Salary

0.0

Posted On

20 May, 26

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Dyslexia Intervention, Bilingual Education, Special Education Instruction, IEP Development, Student Data Analysis, Classroom Management, Instructional Planning, Assistive Technology, Parent Communication, TEKS Alignment, Behavioral Intervention, Curriculum Modification

Industry

Description

Job Overview The Bilingual Dyslexia Teacher provides targeted dyslexia intervention services to identified students at the assigned campus. This position works collaboratively with campus stakeholders to review and analyze student data to support the identification of students who, through the state-mandated Child Find process, may be at risk for dyslexia. The teacher implements the district's approved bilingual and monolingual dyslexia programs, monitors and documents student progress, and communicates progress regularly with classroom teachers, campus administrators, and parents. The Bilingual Dyslexia Teacher will also fulfill additional duties as assigned. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Prepare and implement lesson plans and instructional materials that are sequential, meaningful, and aligned to students’ assessed needs, IEP goals and objectives, and current levels of functioning. Maintain current knowledge of disability awareness to plan and deliver specially designed instruction that supports students’ full access to the general education curriculum. Utilize appropriate adaptive equipment and assistive technology, as recommended by related service providers and the ARD committee, to support learning, communication, mobility, and positioning. Implement all components of students’ Individualized Education Programs (IEPs), including behavioral intervention plans, social skills instruction, and required accommodations and/or curriculum modifications. Collaborate with general education teachers to ensure the effective implementation of students’ IEPs, including behavioral supports, social skills instruction, and instructional accommodations and modifications. Maintain up‑to‑date knowledge and understanding of assigned grade level curriculum and the Texas Essential Knowledge and Skills (TEKS). Compliance Maintain accurate and timely documentation of student progress and report bilingual and monolingual dyslexia data using district-identified reporting systems. Assume responsibility for instructional materials and equipment inventoried to the Bilingual Dyslexia Teacher and the assigned campus. Maintain strict confidentiality regarding students with disabilities in accordance with local, state, and federal laws and regulations. Collaborate effectively with parents, students, and school community personnel to develop clear, measurable Individualized Education Program (IEP) goals and objectives aligned with the Texas Essential Knowledge and Skills (TEKS), and provide regular progress updates to parents. Develop Present Levels of Academic Achievement and Functional Performance (PLAAFPs) and annual goals and objectives based on documented student performance for presentation during Annual, Review, and Dismissal (ARD) committee meetings. Prepare and organize draft ARD documentation as appropriate; participate in students’ Full Individual Evaluations (FIEs); and attend and contribute to all required ARD meetings. Adhere to all district, state, and federal guidelines and requirements related to the education and support of students with disabilities. Complete and maintain documentation related to the School Health and Related Services (SHARS) program, including accurate records of service provision. Professional Growth and Development Participate in ongoing and job-embedded professional development focused on dyslexia instruction. Engage in continuous professional growth by staying informed of current research and best practices through continuing education, campus‑ and district-level professional development, and required meetings. Program Support Provide intensive bilingual and monolingual dyslexia intervention to identified groups of students in accordance with their IEP service schedules, utilizing a pull‑out instructional model. Attend ARD committee meetings as the Provider of Dyslexia Instruction, in alignment with the guidelines outlined in the Texas Dyslexia Handbook. Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Valid Special Education Certification required Valid Bilingual Certification required Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment required Minimum of 3 years teaching experience in English Language Arts and/or Reading. Minimum of 3 years of experience in Bilingual Education. Minimum of 1 year of experience in Dyslexia instruction, preferred. Completion of Esperanza Training preferred. Completion of Reading by Design Training preferred. Completion of the Texas Dyslexia Academies preferred. Demonstrated ability to plan and implement instruction aligned to the individual needs and abilities of students. Ability to establish and maintain positive, effective working relationships with students, colleagues, and parents. Strong oral and written communication skills. Demonstrated knowledge of instructional technology, adaptive equipment, and relevant software applications. Proven ability to apply current research and educational theory to instructional practices and intervention programs. Physical Requirements/Working Conditions The work environment characteristics and physical demands 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. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Must be able to handle stressful situations as necessary. Sufficient mobility to move about to monitor activities and sufficient voice modulation to conduct lectures/discussions. Most assignments require transfer, lifting, moving supplies or equipment weighing up to 35 pounds manually (or heavier items using safety equipment or with manual or mechanical assistance). Travel may be required between campuses. May service multiple campuses per day.

Responsibilities

Provide targeted bilingual and monolingual dyslexia intervention services to identified students using a pull-out instructional model. Collaborate with stakeholders to analyze student data, implement IEPs, and maintain compliance with state and federal disability laws.