Position: Speech-Language Pathologist

Department: Special Education

Wage/Hour Status: Exempt

Immediate Supervisor(s): Executive Director of Special Programs/Coordinator of Evaluation and Related Services/Lead Speech-language Pathologist

Pay Grade: Per Compensation Manual

Days Employed:

POSITION SUMMARY:

Plan and provide speech-language pathology services to students who have speech, voice, or language disorders Assess students and provide therapeutic intervention to eliminate/reduce problems or impairments that interfere with a student's ability to access the full benefit of the educational program

QUALIFICATIONS:

Education/Certification:

Master's 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:

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 Ability to communicate well in oral and written form Effective interpersonal skills Working knowledge of computers, word processing, and software related to the field

Experience:

Clinical Fellow or 1 year

MAJOR RESPONSIBILITIES:

Therapy:

Plan and provide appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEP) Evaluate student progress and determine continuation or readiness for termination of therapy services Keep updated paperwork regarding services provided as required by TEA, TDLR, and TSBOE Assist in programming and monitoring augmentative communication devices, design low-tech devices, and consult on communication devices

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/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 according to district procedures Administer initial assessments and re-evaluations as required for an FIE Write an FIE report, per the multidisciplinary team (MDT) process established by TEA, IDEA, and District Guidelines Communicate results of an 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 and collaborate with parents, and special education/general education teachers to support the IEP goals/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 the caseload and on the caseload Provide professional development in assigned schools to help school personnel identify and understand communication deficits Collaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students not directly on the caseload and on the 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 (eg 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 as well as the student's Behavior Intervention Plan Provide consultation to 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 Provide consultation to and collaboration with, classroom teachers and staff to aid in the identification of student needs and in response to intervention efforts and documentation Participate in professional development activities to improve skills related to job assignment Provide documentation of RTI, therapy, ARD's, 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, and Dismissal:

Complete ARD paperwork within TEA, IDEA, and district policies Maintain audit Files, electronic files, and paperwork is required with District policies/procedures

SUPERVISORY RESPONSIBILITIES:

May supervise, direct and monitor the work of licensed speech assistants, CFs or graduate students if in mutual agreement 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: The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job

Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students Posture: 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 or students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases) Mental Demands: Work with frequent interruptions; maintain emotional control under stress

EVALUATIONS:

Performance of this position will be evaluated annually

Dickinson Independent School District

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