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

Job Overview 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. Responsibilities 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. Benefits 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. #J-18808-Ljbffr Promesa Academy Charter School