Reports To Director of Clinical Services and Campus/District Intervention or Special Education Administration Primary Purpose Provide structured literacy intervention and academic therapy services to students with dyslexia and related language-based learning differences. The CALT will implement evidence-based interventions, conduct screenings, collaborate with school staff, and support student progress through high-fidelity, individualized instruction aligned to the Texas Dyslexia Handbook and IDEA/504 frameworks. Qualifications Education/Certification - Bachelor's or Master's degree in education, special education, or related field - Certified Academic Language Therapist (CALT) credential from ALTA or equivalent - Licensed Dyslexia Therapist (LDT) credential issued by the Texas Department of Licensing and Regulation (TDLR) preferred - Texas teaching certificate preferred Special Knowledge/Skills - Deep understanding of structured literacy, multisensory instruction, and dyslexia intervention - Knowledge of the Texas Dyslexia Handbook and state/federal dyslexia mandates - Experience developing and delivering individualized intervention plans - Strong collaboration, documentation, and progress monitoring skills - Ability to use digital platforms for remote instruction (if applicable) Experience- Minimum of 2 years providing structured literacy intervention to students with dyslexia - Experience in school settings preferred - Familiarity with teletherapy or remote intervention models a plus Major Responsibilities and Duties Instruction and Intervention - Deliver individualized or small-group academic language therapy using an approved structured literacy program (e.g., Take Flight, Basic Language Skills, Wilson, etc.) - Adapt instruction based on student needs and progress - Maintain fidelity to curriculum scope, sequence, and pacing Progress Monitoring and Documentation - Track and document student progress using validated tools - Maintain service logs, goal updates, and required reports in accordance with district/504/SPED timelines - Participate in parent conferences and team meetings to share data and recommendations Collaboration and Compliance - Collaborate with general education teachers, special education teams, 504 coordinators, and dyslexia coordinators - Contribute to the development and monitoring of intervention plans and accommodation recommendations - Ensure compliance with TEA, IDEA, and Section 504 requirements related to dyslexia Professional Development and Ethics - Maintain CALT and TDLR credentials in good standing - Participate in ongoing professional learning related to literacy, dyslexia, and neurodiverse learner support - Uphold ALTA Code of Ethics and confidentiality standards Working Conditions - May work remotely or on campus depending on district need - Flexible scheduling available, aligned to student availability and instructional blocks - Must maintain a secure and confidential workspace for virtual sessions - Travel may be required for in-person service delivery or screenings Why Join Spark? - Make a statewide impact through equity-focused intervention - Competitive pay and flexible, student-centered schedules - Collaboration with a supportive network of clinicians and educators - Serve students who benefit from highly specialized, evidence-based therapy
