Speech Language Pathologist

POSITION SUMMARY

The Speech-Language Pathologist (SLP) is responsible for providing comprehensive speech and language services to students with communication disorders and disabilities that adversely affect their educational performance. The position supports student achievement by identifying communication needs, conducting evaluations, developing individualized goals, and delivering evidence-based speech and language interventions.

The SLP is responsible for managing assigned caseloads, providing direct and consultative services, maintaining accurate documentation, monitoring student progress, and participating in the development and implementation of Individualized Education Programs (IEPs).

All services must comply with the Individuals with Disabilities Education Act (IDEA), Arkansas Department of Education Division of Elementary and Secondary Education (DESE) special education requirements, applicable Arkansas licensure standards, and district policies and procedures.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

The minimum performance expectations include, but are not limited to, the following responsibilities:

1. Screening, Evaluation, and Eligibility Determination

• Conduct speech and language screenings and comprehensive evaluations to identify students with suspected communication disorders.

• Select, administer, score, and interpret appropriate standardized and informal assessments addressing articulation, phonology, receptive and expressive language, fluency, voice, pragmatics, and other communication needs.

• Review relevant educational, developmental, medical, social, and psychological information to inform evaluations and recommendations.

• Prepare accurate evaluation reports within required state and federal timelines.

• Participate in eligibility determination meetings and provide professional recommendations regarding students' need for speech-language services.

• Collaborate with multidisciplinary evaluation teams to determine whether communication impairments adversely affect educational performance and require special education or related services.

2. Individualized Education Programs (IEPs)

• Develop measurable, individualized speech and language goals based on evaluation results, present levels of performance, and student educational needs.

• Participate in IEP meetings, annual reviews, reevaluations, and other required special education meetings.

• Implement speech and language services consistent with each student's IEP, including the prescribed frequency, duration, location, and service delivery model.

• Monitor student progress toward IEP goals and recommend revisions when necessary.

• Complete required IEP documentation, progress reports, and service records within established deadlines.

• Maintain accurate and current information in the district's designated special education management system, including SEAS or another district-approved platform.

3. Direct Speech and Language Services

• Provide individualized and small-group speech-language therapy consistent with student IEPs.

• Plan and implement evidence-based interventions addressing articulation, phonological awareness, language development, fluency, voice, social communication, and functional communication.

• Select developmentally appropriate instructional activities, materials, and assistive communication supports.

• Teach students strategies to monitor, practice, and generalize communication skills across classroom and school settings.

• Coordinate therapy schedules to minimize unnecessary interruptions to core academic instruction.

• Use student performance data to adjust interventions, instructional strategies, and service delivery.

• Provide compensatory services when required by an IEP team determination or other applicable legal requirement.

4. Caseload Management and Service Documentation

• Manage assigned speech-language caseloads and maintain accurate records of students receiving services.

• Develop and maintain a weekly service schedule aligned with student IEP requirements and school instructional schedules.

• Document each therapy session, including the date, duration, service provided, student participation, and progress toward IEP goals.

• Enter service logs, goals, progress-monitoring data, evaluation results, and other required documentation into the district's designated online platform within established timelines.

• Maintain accurate records of completed, missed, canceled, and rescheduled services.

• Monitor upcoming annual IEP reviews, reevaluations, and required progress-reporting deadlines.

• Submit caseload reports, service delivery summaries, and other requested documentation to the Special Education Director or designated supervisor.

• Complete documentation necessary to support Medicaid school-based services reimbursement, when applicable, in accordance with Arkansas Medicaid requirements and district procedures.

• Maintain confidentiality of student records in accordance with FERPA, IDEA, and applicable state and federal requirements.

5. Collaboration and Instructional Support

• Collaborate with classroom teachers, special education teachers, interventionists, administrators, and other related service providers to support student communication and academic progress.

• Provide consultation regarding classroom accommodations, instructional strategies, and communication supports.

• Recommend appropriate adaptations to classroom environments and instructional materials to address individual student needs.

• Support teachers in integrating speech and language development strategies into daily classroom instruction.

• Participate in Student Support Team (SST), Multi-Tiered System of Supports (MTSS), and other intervention meetings as assigned.

• Provide professional guidance to staff regarding appropriate speech-language referrals, early identification, and classroom-based communication interventions.

• Collaborate with outside providers and specialists, when appropriate and authorized, to coordinate student services.

6. Parent and Guardian Communication

• Communicate with parents and guardians regarding evaluation results, IEP goals, service delivery, and student progress.

• Provide families with appropriate strategies and activities to reinforce communication skills at home.

• Participate in parent conferences and IEP meetings as required.

• Respond to parent inquiries professionally and within established district expectations.

• Maintain documentation of parent communication related to speech-language services.

7. Compliance, Professional Responsibilities, and Accountability

• Comply with IDEA, Arkansas special education regulations, applicable professional licensure requirements, and district policies.

• Maintain required professional credentials, continuing education, and professional development.

• Follow established procedures for student referrals, evaluations, eligibility determinations, service delivery, and documentation.

• Meet all federal, state, and district timelines for evaluations, IEPs, progress reporting, and related services.

• Maintain complete, accurate, and auditable student service records.

• Participate in required professional development, staff meetings, and special education compliance reviews.

• Maintain appropriate professional boundaries, ethical practices, and confidentiality.

• Request instructional materials, assessment instruments, supplies, and equipment through established district procurement procedures.

• Demonstrate equitable and nondiscriminatory practices in all professional activities.

• Perform other duties consistent with the position and assigned by the Superintendent or designated supervisor.

PERFORMANCE EXPECTATIONS

The Speech-Language Pathologist will be evaluated on the following performance indicators:

1. IEP Service Delivery: Provision of all required speech-language services consistent with student IEPs, with timely identification and resolution of service delivery concerns.

2. Documentation Compliance: Accurate and timely entry of service logs, student goals, progress data, and required reports into the district's approved special education platform.

3. Student Progress: Documented monitoring of student progress toward measurable IEP goals and appropriate adjustments to intervention strategies.

4. Caseload Management: Effective scheduling, organization, and monitoring of assigned students, evaluations, and service obligations.

5. Evaluation and IEP Timelines: Completion of evaluations, IEP documentation, and progress reporting within applicable deadlines.

6. Collaboration: Effective communication and coordination with teachers, administrators, families, and related service providers.

7. Professional Accountability: Adherence to district procedures, professional standards, confidentiality requirements, and applicable federal and Arkansas regulations.

Reporting Relationship: Special Education Director or designated administrator.

Work Setting: School-based services, including individual therapy, small-group instruction, classroom consultation, evaluations, and IEP meetings.

Licensure: Must hold appropriate Arkansas professional licensure and/or educator credentials required for the assigned school-based speech-language pathology role.

Must possess a master’s degree in Speech-Language Pathology from an accredited institution and meet applicable Arkansas Department of Education, Division of Elementary and Secondary Education (DESE), credentialing requirements. Must hold or be eligible to obtain appropriate licensure from the Arkansas Board of Examiners in Speech-Language Pathology and Audiology and any required school-based credential. The Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association (ASHA) is preferred. Previous experience providing speech-language therapy services in a K–12 school setting is preferred.