Certified Academic Language Therapist - Bilingual - CALT (Shared Service Partnership)

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 bilingual (Spanish‑speaking) students with dyslexia and related language‑based learning differences. Deliver culturally and linguistically appropriate therapy using evidence‑based methods aligned with the Texas Dyslexia Handbook and IDEA/504 frameworks. 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) from TDLR preferred. Texas teaching certificate preferred. Bilingual (English/Spanish) proficiency required. Special Knowledge & Skills Expertise in structured literacy, multisensory instruction, and bilingual language development. Familiarity with Texas Dyslexia Handbook and bilingual assessment/intervention best practices. Strong cultural competency and ability to adapt instruction to dual‑language learners. Proficiency with teletherapy tools and digital instructional platforms. Strong collaboration and communication skills in English and Spanish. Experience Minimum of 2 years of structured literacy intervention experience required. Experience supporting bilingual students with dyslexia highly preferred. Prior experience in school‑based or virtual service settings preferred. Instruction and Intervention Deliver academic therapy in English and/or Spanish, depending on student needs. Use structured literacy programs such as Esperanza, Take Flight, or other evidence‑based tools. Customize therapy to meet language dominance, cultural background, and cognitive profile. Provide 1:1 or small‑group therapy with fidelity to curriculum. Progress Monitoring and Documentation Monitor bilingual student progress with validated, language‑appropriate tools. Maintain accurate service records, therapy notes, and reports. Participate in family meetings and team discussions to report on student response to intervention. Collaboration and Compliance Work closely with special education teams, 504 coordinators, and dyslexia specialists. Serve as a subject‑matter expert on bilingual structured literacy and language therapy. Ensure compliance with state and federal laws regarding dyslexia and bilingual education. Professional Development and Ethics Maintain CALT and TDLR licensure in good standing. Stay current on best practices for bilingual dyslexia intervention. Follow ALTA and TEA ethical and professional standards. Working Conditions Remote or in‑person delivery depending on district need. Confidential, distraction‑free environment for virtual instruction. Flexible scheduling to align with student and family availability. May require travel for in‑person sessions or screenings. Why Join Spark? Address the critical needs of bilingual students with dyslexia. Competitive compensation and flexible contract opportunities. Access to culturally responsive tools and support. Be part of a mission‑driven team focused on equity in intervention. We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses and identifying potential inconsistencies or verification signals in application materials based on available information. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us. #J-18808-Ljbffr Promesa Academy Charter School