Position: Bilingual Speech-Language Pathologist Department: Special Programs Wage/Hour Status: Exempt Immediate Supervisor: Executive Director of Special Programs, Coordinator of Assessment, Lead Speech-language Pathologist Pay Grade: Per Compensation Manual Days Employed: Per Compensation Manual
POSITION SUMMARY
Plan and provide speech-language pathology services to students with speech, voice, or language disorders. Assess students and provide therapeutic intervention to eliminate or reduce problems or impairments that interfere with the students ability to derive full benefit from the educational program.
QUALIFICATIONS
Education: Certification: Masters degree in speech-language pathology from an accredited college or university Valid Texas license as a speech-language pathologist granted by the Texas Department of Licensing, TDLR
Special Knowledge/Skills: Bilingual oral and written Ability to use the accepted tests and measurements to assess communication disorders and conditions Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions Ability to instruct and manage student behavior Excellent organizational skills Ability to communicate well in oral and written form Work as a team member Effective interpersonal skills Working knowledge of computers, word processing, and software related to the field
Experience: Clinical Fellow or one year as an SLP
MAJOR RESPONSIBILITIES
Therapy: Plan and provide appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEPs) Evaluate student progress and determine continuation or readiness for termination of therapy services
Assessment: Conduct independent evaluations to assess students with speech or language disorders and conditions to determine eligibility for services Develop clinical management strategies or procedures and diagnostic statements by interpreting observations or data Participate in the Admission Review and Dismissal (ARD) Committee meetings to assist in the interpretation of assessment data, appropriate placement, and goal setting for students with communication disorders or conditions
Communication: Write an FIE report per multidisciplinary team (MDT) process per TEA IDEA and District Guidelines Communicate results of FIE with parents and district staff Provide consultation for school staff and contract assessment in complex situations Perform screenings as appropriate
Consultation: Counsel and involve parents in the remedial process Provide consultation to collaborate with parents, special education, and general education teachers to support IEP goals and objectives in all campus settings Collaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students not directly on caseload and on caseload Provide professional development in assigned schools to help school personnel identify and understand communication deficits Communicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and the needs of the student Provide consultation to school staff and contract assessment service providers in complex situations Provide consultation to district administrators, assessment personnel, and instructional staff as needed to address speech and language needs presented by special education students Provide consultation to other district teams, such as Educational Diagnosticians and School Psychologists, as necessary for efficient program management
Student Management: Create an environment conducive to teaming and appropriate for the maturity level and interests of students Establish control and administer discipline according to the Student Code of Conduct and student handbook and Student Behavior Intervention plan when applicable Provide consultation and collaboration with classroom teachers and staff to aid in the identification of student needs and in response to intervention efforts and documentation
Administration: Compile, maintain, and file all reports, records, and other required documents, including applications for NPI number and SHARS billing within timelines Comply with policies established by federal and state laws, State Board of Education rule, TDLR, and district board policy Participate in professional development activities to improve skills related to job assignment Provide documentation of RTI therapy, ARD, and other student intervention teams assessments, etc., upon request Comply with TDLR rules and regulations as required to maintain a license Collaborate and work well as part of a team Compile, maintain, and file all reports, records, and other required documents, including applications for NPI numbers, as well as documentation required for Medicaid and SHARS billing within required timelines Follow the A-Z Special Education operating guidelines Admission Review & Dismissal: Complete ARD paperwork within TEA IDEA and district policies Maintain audit files, electronic files, and paperwork as required in District policies
Bilingual: Administer, interpret, and analyze bilingual assessments Translate documents as needed Communicate with bilingual parents and students as needed
SUPERVISORY RESPONSIBILITIES:
May supervise direct and monitor the work of speech-language pathology assistants, CFs, or graduate students if in mutual agreement by the district and SLP Develop and coordinate a continuing evaluation of speech-language pathology services and make changes based on the findings
EXPECTATIONS OF MENTAL DEMANDS, PHYSICAL DEMANDS, ENVIRONMENTAL FACTORS
Mental Demands: Work with frequent interruptions Maintain emotional control under stress Professional Dress: Dress must be clean, neat, in a manner appropriate for the assignment and in accordance with any additional standards established by the supervisor and approved by the Superintendent. During work hours, visible body piercings except earrings will not be allowed.
Physical Demands: Frequent standing, kneeling, squatting, bending, stooping, pushing, pulling, and twisting Motion: Frequent walking and reaching Lifting: Frequent light lifting and carrying less than 15 pounds, heavy lifting 45 pounds or over, and positioning students with physical disabilities Controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment
Environmental Factors: Work inside and outside Exposure to sun, heat, cold, and inclement weather Exposure to noise Exposure to biological hazards, body fluids, bacteria, infectious diseases