Speech Language Pathologist - Bilingual (26-27)

NORTHWEST INDEPENDENT SCHOOL DISTRICT

Job Title: Speech/Language Pathologist (0146)

Reports To: Director of Special Education

Dept. /School: Campuses Assigned

Wage/Hour Status: Exempt

Pay Grade: A25

Duty Days: 194

Date Revised: 12/2024

Primary Purpose:

Utilize leadership, advocacy, and collaborative approaches to school-based speech-language therapy prevention, assessment, and remediation services for students who exhibit difficulties in the areas of language, articulation, fluency, feeding/swallowing, and voice. These services are designed to eliminate or reduce problems or impairments that interfere with a students’ ability to derive full benefit from the educational program. Serves as a campus consultant regarding typical communication development, as well as communication disorders and their impact on access to and ability to benefit from classroom instruction.

Qualifications:

Master's degree from accredited college or university in Speech-Language Pathology or Communication Sciences & Disorders.

Licensed by the Texas Department of Licensing and Regulation (TDLR) Committee of Examiners of Speech-Language Pathology and Audiology as a Speech-Language Pathologist, or completion of all the requirements for and have applied for one of the following licenses:

Speech-Language Pathology-Intern (Clinical Fellowship Year)

Speech-Language Pathologist

Preferred - Certificate of Clinical Competence from ASHA, or completion of the equivalent education requirements for the certificate, or completion of the academic program and preparation to complete the Clinical Fellowship Year (CFY)

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, communication, and interpersonal skills

Major Responsibilities and Duties:

Planning and Oversight:

Cooperate with local education agency, community and/or state programs to affect comprehensive services

Work cooperatively with school personnel to accomplish goals and objectives of the local education agency

Attend meetings, such as campus faculty meetings, special education meetings, ARD meetings, and parent conferences

Recommend classroom interventions using a variety of service delivery models such as consultation/collaboration, pull-out, and push-in as appropriate to meet the student’s IEP needs in their least restrictive environment

Collaborate with school personnel, such as teachers, psychologists, related service personnel, and diagnosticians to determine programming and coordination of specific objectives and support to best meet the needs of students

Keep data for program planning and decision making for students

Complete Full Individual Evaluation reports, which meet local and state requirements within legal/required timelines

Maintain current and accurate files for use by authorized school personnel

Safeguard confidentiality of student records

Arrange travel time to maximize contact with students and accomplish other duties efficiently

Complete records for third party reimbursement accurately and in a timely manner as appropriate (SHARS)

Screening, Testing, Diagnosing, and Advising:

Work with a team of professionals to carry out a screening process while using appropriate screening instruments:

Provide and explain results of speech/language screeners to staff members

Develop appropriate intervention plans with interventionists

Provide training to teachers for implementation of intervention plan

Monitor student progress and/or propose special education referral

If further evaluation needed, may be responsible for duties to include but not limited to the following:

Generate, send, and file administrative paperwork to begin evaluating

Send evaluation requests to supervisor(s) and appropriate staff members

Distribute and obtain pertinent case history from other professionals and parents (e.g., parents, teachers, school nurse, etc.)

Select and administer appropriate assessments based on student needs

Administer assessments according to acceptable testing procedures and standards

Observe students in educational environments

Integrate data from a variety of assessments and sources

Determine the effects of the student’s impairment in regard to accessing the general curriculum

Analyze and interpret information to make recommendations regarding the need for speech-language services in the educational setting following TSHA guidelines and ethical procedures

Access and compile formal and informal information from a variety of sources into a written report assisting in the determination of eligibility, educational need, and identification of programming needs

Coordinate and request additional consultation-evaluation for cognitive/achievement, academics, hearing assessment, vision assessment, psychological services, and other instructional-related services as appropriate

Coordinate and review assessment results, prior to and during ARD meetings, relative to student planning

Meet federal timelines and all requirements of federal and state laws, rules and regulations, and local district policies and procedures

Develop appropriate plan for success based on assessment results, to include appropriate strategies and interventions

Keep an updated workbook including, but not limited to detailed records of initial evaluations, re-evaluations, pending/completed evaluations, etc.

Collaborate and assist campus assessment coordinator to ensure appropriate test materials are ordered for students with disabilities

Managing and Conducting Therapy:

Create and implement a therapy schedule with consideration to the campus schedules

Collaborate/consult with classroom teachers in the management of speech language disorders

Plan evidence-based interventions appropriate for individual students and groups of students

Implement the service delivery model most appropriate to the students’ degree of severity

Provide activities commensurate with students’ interests and aptitudes

Modify therapeutic instructional approaches and other functions from data gathered during therapy

Select/implement evidence-based practices which support the goals and objectives of the speech program

Design, select and/or modify special curricula/therapy content

Use a variety of equipment, materials, devices and aids, including Augmentative and Alternative Communication Devices

Provide feedback and reinforcement to students

Utilize a system of data collection for reporting progress on IEPs

Use systematic procedures for review of student progress and report progress as indicated in the IEP

Adhering to Local, State, Federal Regulations and Ethical Practices:

Abide by professional code of ethics

Complete all procedural documentation appropriately

Develop appropriate IEPs based on a student's strengths and needs

Complete Child Outcome Summary Forms for early childhood services that are entered and exited from the system (children aged 3-6)

Consult with audiologist on annual testing for all children ages 8 and under with an auditory impairment, as well as complete the receptive and expressive language testing

Upkeep state licensure and national certification as needed

Verify accuracy of campus PEIMS reports each 6-week period

Maintain special education eligibility folders and other confidential special education records

Collaborate with campus team leader or administrator to provide training and support to campus special education department

Remain current in state and federal rules and regulations for special education

Serve as a resource to the campus in ensuring special education compliance

Coordinate with special education team leader, campus administrators, and special education staff to share/discuss current information relevant to special education issues

Develop and maintain knowledge and skills by engaging in professional development activities.

Attend required special education department and district meetings

Demonstrates awareness of professional performance in all environments

Manages time efficiently by submitting and maintaining an appropriate schedule for speech-language instructional services

Use appropriate district approved physical safety techniques including restraints

Liaison:

Provide consultation to parents, teacher and other appropriate school personnel

Consult with other personnel such as the principal, nurse, occupational therapist, physical therapist, psychologist, director, assistant director, and supervisor of special education, counselors, other speech pathologists, classroom teachers, and any other staff member who may have student information

Provide written information to teachers, parents and others on ways to foster speech and language growth

Present information to school personnel about speech-language disorders as they relate to literacy and interactive communication skills

Provide information to school personnel, parents and non-school agencies about current procedures and program guidelines

Requests specific information on individual student’s receiving services from non-school agencies with signed release of information

Determine needs for referrals, collaborates, and consults with all team members of the campus

SHARS/ MAC / RMTS:
Northwest ISD participates in the School Health and Related Services (SHARS) which allows our district to request Medicaid reimbursement for certain health-related services. The Admission, Review, and Dismissal (ARD) committee determines SHARS services.

As a special education staff member, you will be required to train and bill for SHARS reimbursements for students on your caseload. Training will be provided for SHARS, for RMTS (Random Moment in Time Studies), where staff are chosen randomly to answer questions. Training will be provided at the beginning of each school year as well as on an “as needed” basis.

Supervisory Duties:

May provide and implement a plan of supervision and maintenance of appropriate documentation for the following:

Graduate students in speech-language pathology

Clinical Fellowship Year (CFY) interns as determined by the American Speech and Hearing Association (ASHA).

Bachelor level Speech-Language Pathology-Assistants

Equipment Used:

Personal computer, printer, fax machine, copier, calculator, and shredder.

Working Conditions:

Tools/Equipment Used: Standard office equipment, including a computer.

Posture: Prolonged sitting; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.

Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching.

Exerting: Occasional force of 20 pounds, frequent 10 pounds of force, and/or negligible amount of force to constantly move objects.

Lifting: May be required to move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment

Lifting: May be required to lift and transfer students to and from wheelchair or assist with positioning student with physical disabilities.

Environment: Works in an office setting; occasional work outside to travel between buildings or in the preparation/completion of meetings; may require occasional irregular and/or prolonged hours.

Attendance: Regular and punctual attendance at the worksite is required for this position.

Mental Demands: Maintains emotional control under stress; works with frequent interruptions.

Districtwide travel as assigned

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned, alternative methods of performing your duties, or skills that may be required.