Speech Language Pathologist (26-27)

Speech/Language Pathologist (0146)

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 student's 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