Language Pathologist-General Funding

2026/2027 – Speech Language Pathologist – General Funding

Spring Independent School District SPECIAL EDUCATION SVCS – Houston, Texas. Open in Google Maps.

Job Details

Job ID: 5610193

Application Deadline: Posted until filled

Posted: Mar 26, 2026 5:00 AM (UTC)

Starting Date: Immediately

Days per Year: 192

Min Salary: $69,427

Mid Salary: $83,647

Job Title: Speech Language Pathologist

Reports To: Coordinator-Assessment

Wage: Exempt

Pay Grade: AI 3

Job Description

The Speech Language Pathologist (SLP), under the direction of the Special Education Assessment Coordinator, is responsible for culturally‑relevant, ethical evidence‑based evaluation and assessment practices that align with and support the district’s compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress. The SLP must possess a clear understanding of the relationship between the development, implementation, monitoring, and instructional impact of the Individualized Education Plan (IEP), the Full and Individualized Evaluation (FIE), supplementary aids and supports, and related services for students receiving special education. They must maintain current knowledge of federal and state assessment and evaluation practices surrounding special education eligibility.

All employees of Spring ISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, demonstrate the ability to inspire, grow, and motivate others, utilize feedback, drive for results, and champion the needs of our students, employees and district while driving continuous improvement.

Qualifications

Required

• Bachelor’s Degree in Speech Language Pathology or Communication Disorders from an accredited college/university
• Valid Texas License for Speech Language Pathology or an intern in Speech Language Pathology granted by the Texas Department of Licensing and Regulation
• ASHA Certificate of Clinical Competence (if not TEA Certified SLP or Clinical Fellow/Intern in Speech Language Pathology) or Master’s Degree from an accredited college or university and a TEA Certification in Speech Pathology

Preferred

• Master’s Degree in Speech Language Pathology from an accredited college or university
• ASHA Certificate of Clinical Competence (CCC)
• Previous experience and/or education in school‑based Speech‑Language pathology
• Current evaluation knowledge of play‑based assessments
• Knowledge of second language acquisition
• Knowledge of FAPE and IDEA requirements for services in public education
• Skills in consultation with teachers and parents
• Ability to communicate effectively (spoken and written)
• Fluent in English and Spanish
• Experience in bilingual assessment

Special Knowledge / Skills

• Intricate knowledge of child development and communication disabilities
• Knowledge of various disorders, disabilities, and syndromes encountered in public school
• Knowledge of TEA and district eligibility criteria for specialized services
• Ability to work well under pressure
• Ability to prioritize and organize tasks
• Ability to work with diverse populations
• Skilled and effective in consultation with teachers and parents
• Commitment to continuing professional learning and responding to feedback
• General knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum
• Strong organizational, communication, and interpersonal skills
• Use of technology – Google Suite, Documents, Forms, Microsoft Office and Estar/Frontline

Major Responsibilities

• Develop and maintain a current log of assessment duties and progress
• Follow district‑guidelines for informed consent practices, data‑based decision‑making with members from the ARD committee to determine evaluation need in a timely manner
• Complete initial evaluations, report‑writing, and data entry processes by the state, federal, and district timeline
• Complete reevaluation processes including a review of existing evaluation data within district timelines and by district standards
• Participate in continuing education activities to maintain credentials and keep informed of best practices in the field
• Maintain confidentiality of records and data
• Establish eligibility and discuss programming options with ARD committee members for students with speech impairments
• Ensure compliance with district expectations for evaluation processes
• Serve as the Facilitator of the Admission, Review, and Dismissal Committee for speech‑impaired students and create all necessary paperwork within timeline
• Monitor student’s academic progress in coordination with general education personnel during each grading period
• Provide parents with written information regarding student progress on IEP goals and objectives at least once per grading period according to district and ARD guidelines
• Communicate with district staff, colleagues, parents and community as needed
• Collaborate with campus personnel to provide the most appropriate services for students with suspected or confirmed communication disabilities
• Prepare, incorporate, and evaluate new material used in the therapy program
• Maintain appropriate legal documents, lesson plans, logs, or data collection forms indicating objectives addressed, activities planned, results of sessions, student attendance, in regards to students’ specialized programming
• Actively maintain timely, complete and accurate paperwork needed for compliance purposes in the state audit folder and campus student folder, as well as SHARS documentation
• Participate in assessment/evaluation meetings, department meetings, and other meetings as identified by the Assessment Coordinator and/or Director of Special Programs – Assessment & Accountability and/or Executive Director of Special Populations
• Actively seek, maintain and implement current professional development in ethics, cultural diversity and evaluation practices
• Engage in data‑based decision‑making while utilizing assessment methods for identifying strengths and needs; developing effective interventions, services, and programs
• Assist and support staff development for general and special education staff, administrators, parents, students and other related staff regarding related field areas, behavior, social‑emotional, autism
• Engage in assigned audits, mandates and TEA required processes, as appropriate
• Supervise assigned Speech Therapy Assistants as appropriate
• Other duties as assigned

Working Conditions

The usual and customary methods of performing the job’s functions require physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching/repetitive hand motions, and the ability to work with frequent interruptions. The position may require lifting or positioning students with physical disabilities, supporting behavior through physical restraint, and assisting non‑ambulatory students. Exposure to biological hazards. Mental demands include maintaining emotional control under stress, solving problems, interpreting data, and effective oral and written communication. Travel within the district as required.

Position Type: Full-Time

Contact Information

• Spring ISD Careers
• 16717 Ella Blvd
• Houston, Texas 77090-4213
• Phone: View phone number on click.appcast.io
• Email: View email address on click.appcast.io