Dyslexia Therapist (2025-2026)

Primary Purpose:

Plan and provide students services to students with dyslexia with an instructional program characterized by the following descriptors: the components of phonemic awareness, graphophonemic knowledge, language structure, linguistic patterns, and processes (19 TAC §74.28). Instructional approaches include explicit, individualized, and multi-sensory instruction (19 TAC §74.28).

Qualifications:

Education/Certification:

Bachelor’s degree from an accredited university

Valid Texas teaching certificate

Certified Academic Language Therapist (CALT), Certified Academic Language Practitioner (CALP), licensed dyslexia therapist, or currently participating in or willing to participate in an accredited training program

Special Education Certification a plus

Special Knowledge/Skills:

Take Flight Training through an IMSLEC-accredited training center (preferred)

Knowledge of dyslexia characteristics

Ability to capitalize on students’ interests so as to encourage students to become independent learners while also making learning meaningful and relevant

Knowledge of reading assessments (particularly for diagnostics purposes)

General knowledge of curriculum and instruction

Ability to instruct students and manage their behavior

Strong organizational, communication, and interpersonal skills

Experience:

Two years teaching experience

Major Responsibilities and Duties:

Instructional Strategies

1. Participate in multidisciplinary evaluations to assess students with a variety of reading difficulties and provide appropriate individual and/or group therapy to students consistent with goals contained in Individual Education Plans (IEP). Evaluate student progress and make determinations regarding appropriate instructional services.
2. Develop instructional and compensatory strategies or procedures and diagnostic statements.
3. Participate in the Admission, Review, and Dismissal (ARD) Committee. Assist in the interpretation of assessment data, appropriate placement, and goal setting for students with dyslexia according to district procedures.
4. Deliver district-approved dyslexia program appropriate for student needs.
5. Prepare lessons that reflect accommodations for differences in student learning styles.
6. Present subject matter according to guidelines established by Texas Education Agency, Dyslexia Handbook 2021, board policies, and administrative regulations.
7. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
8. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
9. Use technology to strengthen the teaching/learning process.
10. Administer and gather pre- and post-instructional data to monitor program effectiveness and student growth in the area of reading.

Student Growth and Development

1. Help students analyze and improve study methods and habits.
2. Conduct ongoing assessments of student achievement through formal and informal testing.
3. Be a positive role model for students and support the mission of the school district.

Classroom Management and Organization

1. Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Manage student behavior in accordance with the Student Code of Conduct and the student handbook.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
4. Assist in the selection of books, equipment, and other instructional materials.
5. Comply with policies established by federal and state law, State Board of Education rules, and local board policy. Comply with all district and local campus routines and regulations.

Documentation and Law

1. Monitor and communicate all dyslexia-related legislation, projects, and programs for grant, entitlement, and allocation opportunities relevant to the needs of the district.
2. Maintain records and reports for the Dyslexia programs and PEIMS filing as needed.
3. Ensure confidentiality of student information.

Other

1. Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
2. Maintain a professional relationship with colleagues, students, parents, and community members.
3. Use effective communication skills to present information accurately and clearly.
4. Participate in staff development activities to improve job-related skills.
5. Keep informed of and comply with state, district, and school regulations and policies for classroom
6. Compile, maintain, and file all physical and computerized reports, records, and other documents
7. Other duties as assigned.

Supervisory Responsibilities:

None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

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

Motion: Frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and  lift and move adaptive equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards; may require districtwide travel

Mental Demands: Maintain emotional control under stress