Job Title:  Elementary Special Program Facilitator

Exemption Status/Test: Exempt/Professional

Reports to: Campus Principal/Sp Ed Director

Date Revised: July 2026                                                 

Dept./School: Elementary

Primary Purpose:

Provide specialized instructional support and intervention services for students receiving dyslexia, ESL, special education, and/or other academic intervention services. Coordinate intervention efforts with classroom teachers and special program staff to ensure students receive appropriate services aligned with federal, state, and local requirements. Support instructional planning, progress monitoring, and student achievement while serving as a campus resource for intervention strategies.

Qualifications:

Education/Certification:

Bachelor’s degree from accredited university

Valid Texas teaching certificate with required endorsements

Demonstrated competency in the core academic subject area assigned

ESL Certification required or obtained within district-established timeline

Dyslexia training required

• Preferred:
• Reading Specialist certification
• Special Education certification

Special Knowledge/Skills:

Knowledge of evidence-based intervention strategies

Knowledge of dyslexia instruction and literacy intervention

Knowledge of second language acquisition and ESL instructional strategies

Knowledge of inclusion and special education instructional practices

Ability to analyze assessment data

Knowledge of MTSS/RTI processes

Strong organizational and communication skills

Ability to collaborate effectively with teachers, administrators, and families

Proficiency with instructional technology and student data systems

 

Experience:

At least three years classroom instruction preferred

 

Major Responsibilities and Duties:

Instructional Support

Instructional Support Responsibilities

• Provide direct instruction and targeted intervention for students receiving special education inclusion services, dyslexia intervention, ESL services, MTSS interventions, and other assigned academic support programs.
• Deliver instruction using research-based instructional practices, district-approved curricula, and evidence-based intervention programs aligned to individual student needs.
• Differentiate instruction to meet the academic, linguistic, and learning needs of students through appropriate accommodations, modifications, and instructional strategies.
• Implement accommodations and supports as outlined in Individualized Education Programs (IEPs), Section 504 plans, LPAC documentation, dyslexia service plans, and other applicable student support plans.
• Provide small-group and individual instruction to accelerate student learning and close identified skill gaps.
• Monitor student progress through ongoing formative and summative assessments, progress-monitoring tools, and district assessment data.
• Analyze student performance data to adjust instructional strategies and interventions to maximize student growth and achievement.
• Collaborate with classroom teachers to ensure interventions are aligned with grade-level instruction and classroom learning objectives.
• Coordinate with special education teachers, dyslexia therapists, ESL teachers, instructional coaches, and campus administrators to ensure continuity of services and instructional support.
• Assist teachers with implementing effective instructional strategies, accommodations, and intervention supports within the general education classroom.
• Support students in developing academic, organizational, language, and self-advocacy skills to promote independence and classroom success.
• Maintain accurate documentation for all assigned intervention programs, including student progress monitoring, service logs, assessment data, and required compliance records.
• Participate in data meetings, PLCs, ARD, LPAC, MTSS, Section 504, and other student support meetings as assigned to review student progress and determine next instructional steps.
• Communicate regularly with teachers, administrators, and parents, as appropriate, regarding student progress and instructional supports.
• Maintain confidentiality of all student records and information in accordance with FERPA, district policy, and state and federal regulations.

Program Coordination

1. Coordinate intervention schedules in collaboration with classroom teachers, intervention staff, counselors, and campus administration to ensure students receive appropriate academic support while minimizing instructional disruptions.
2. Support the development and implementation of the campus master schedule and intervention schedule to ensure all identified English Learners (ELs) receive required instructional services in compliance with state and federal regulations.
3. Ensure all identified ESL students are scheduled with appropriately certified ESL teachers and receive the required language acquisition program services.
4. Monitor the implementation of approved ESL accommodations, linguistic supports, and instructional strategies across all instructional settings.
5. Ensure student schedules provide access to ESL interventions, accommodations, and academic supports while maintaining participation in core instruction, electives, and enrichment opportunities whenever possible.
6. Lead and facilitate the campus Language Proficiency Assessment Committee (LPAC), ensuring all state and federal timelines, documentation, and compliance requirements are met.
7. Coordinate and participate in Beginning-of-Year (BOY), Middle-of-Year (MOY), End-of-Year (EOY), annual review, and transfer LPAC meetings.
8. Coordinate campus logistics and student availability for required English language proficiency assessments, TELPAS testing, LPAC meetings, and other ESL compliance activities.
9. Maintain accurate ESL documentation, student records, LPAC documentation, and compliance files in accordance with TEA and federal requirements.
10. Communicate regularly with classroom teachers regarding English Learner needs, required accommodations, language proficiency levels, instructional supports, and compliance expectations.
11. Collaborate with counselors, testing coordinators, instructional coaches, administrators, and classroom teachers to support the academic achievement and language development of English Learners.
12. Collaborate with special education, Section 504, dyslexia, intervention, ESL, and general education staff to ensure coordinated services and appropriate implementation of student supports.
13. Participate in ARD, LPAC, MTSS, Section 504, and other student support meetings as assigned to ensure coordinated planning for students receiving multiple services.
14. Assist with the implementation, coordination, and monitoring of district intervention initiatives and progress-monitoring systems.
15. Provide guidance and support to teachers regarding effective instructional practices for English Learners and the implementation of required accommodations.
16. Analyze student performance, language proficiency, and intervention data to assist campus leadership in identifying instructional needs and monitoring student progress.
17. Support campus and district efforts to improve outcomes for multilingual learners through ongoing collaboration, coaching, and data-driven decision making.
18. Maintain confidentiality of all student records, assessment data, and personally identifiable information in accordance with FERPA and district policy.

Teacher Support

1. Collaborate with teachers to develop instructional strategies for struggling learners.
2. Provide resources and instructional support for intervention implementation.
3. Assist teachers in interpreting student assessment data.
4. Support implementation of accommodations and instructional modifications.

Assessment

1. Administer district and state-required assessments related to assigned programs as appropriate.
2. Analyze assessment results to identify student needs.
3. Monitor progress toward intervention goals.
4. Assist with progress monitoring documentation.

Communication

Progress Monitoring & Student Support Responsibilities

• Review the academic progress and grades of all identified English Learners (ELs), students receiving dyslexia services, and any students assigned as part of the special education case manager caseload at least every three weeks to monitor performance and identify students in need of additional support.
• Monitor the progress of students receiving dyslexia intervention, special education inclusion services, ESL services, MTSS interventions, and other assigned instructional support services to ensure interventions are effective and services are appropriately implemented.
• Communicate proactively with classroom teachers when an English Learner, dyslexia student, or any student assigned to the special education case manager caseload is failing, at risk of failing, or demonstrating academic, behavioral, or attendance concerns.
• Verify that teachers have communicated academic concerns, intervention efforts, and student progress with parents in accordance with district expectations.
• Collaborate with teachers, counselors, administrators, special education staff, dyslexia staff, and intervention personnel to develop, implement, and monitor appropriate academic interventions and student support plans.
• Maintain regular communication with parents regarding student progress, academic performance, intervention services, language development, accommodations, and available support resources.
• Monitor the effectiveness of interventions through student data, progress monitoring, classroom performance, and teacher feedback, recommending adjustments to services and instructional supports as needed.
• Collaborate with campus administration to evaluate intervention effectiveness, identify campus needs, and support continuous improvement efforts for students receiving specialized services.
• Work cooperatively with district personnel to ensure compliance with all federal, state, and local requirements related to special education, dyslexia, ESL, MTSS, Section 504, and other assigned student support programs.
• Assist in identifying students who may require additional interventions, evaluations, or support services based on academic performance, progress-monitoring data, and teacher recommendations.
• Maintain accurate documentation of progress monitoring, intervention meetings, parent communication, service logs, and student support activities for all assigned students.
• Maintain confidentiality of all student records and information in accordance with FERPA, district policy, and applicable state and federal regulations.

Professional Growth

1. Maintain current knowledge of instructional best practices.
2. Attend required professional development related to dyslexia, ESL, special education, MTSS, and intervention.
3. Share instructional resources and effective practices with campus staff.

Other

1. Assist with campus testing, instructional planning, and other duties as assigned.
2. Maintain regular attendance.
3. Comply with district policies and state and federal regulations.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer, phone systems, video/instructional equipment, and peripherals [P.E. teachers: automated external defibrillator (AED)]

Posture: Prolonged sitting and standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking; repetitive computer work with frequent use of hands and wrists

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment: Work inside from school, home, or location other than school building, may work outside; regular exposure to noise and computer monitors

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours; work with frequent interruptions; interpret data; meet deadlines.