2027-2028 Anticipated Speech Language Pathologist

Speech-Language Pathologist

The Speech-Language Pathologist (SLP) provides prevention, identification, evaluation, and treatment of speech, language, voice, fluency, and communication disorders that impact students' access to and progress in the educational environment. The SLP delivers services aligned to Individualized Education Programs (IEPs), district curriculum, and evidence-based practices, and collaborates with educational teams to support student communication, academic participation, and functional success.

Essential Duties and Responsibilities

Instructional Process

• Plans and delivers speech-language services to individuals and small groups aligned with IEP goals and student needs.
• Develops and implements therapy plans incorporating evidence-based instructional and clinical strategies.
• Provides direct therapy, consultation, and collaborative services to support communication skills across educational settings.
• Integrates strategies to promote generalization and carryover of communication skills to classroom, social, and functional contexts.
• Uses progress monitoring data to adjust therapy intensity, strategies, and instructional focus.

Organization and Management

• Maintains accurate, organized, and confidential student records, including evaluations, IEPs, service logs, and progress monitoring data, in district-approved systems.
• Develops, monitors, and updates speech-language components of IEPs in collaboration with IEP team members and families.
• Manages student schedules to ensure delivery of speech-language services across special education and general education settings.
• Coordinates and participates in IEP meetings, parent conferences, and multidisciplinary team meetings.
• Completes required reports and documentation in compliance with federal, state, and district requirements.
• Allocates service time based on student needs, data, and IEP-identified priorities.

Instruction

• Demonstrates knowledge of speech-language disorders and appropriate assessment and intervention methods.
• Models target speech, language, and communication behaviors effectively.
• Designs therapy activities that are engaging, developmentally appropriate, and aligned with student goals.
• Uses formal and informal assessments to evaluate student performance and communicate progress to teams and families.
• Integrates assistive technology, AAC systems, and accessibility tools as appropriate.

The Classroom Climate

• Creates a supportive, inclusive therapeutic environment that promotes student confidence, participation, and communication.
• Implements reinforcement systems and instructional support to encourage positive engagement and self-regulation.
• Collaborates with staff and families to address communication needs that impact academic, behavioral, or social success.
• Uses knowledge of student strengths, needs, and interests to individualize therapy and intervention approaches.

Professional Relations

• Demonstrates sound professional judgment, ethical conduct, and professionalism.
• Collaborates with teachers, special education staff, administrators, and related service providers to support student outcomes.
• Interacts positively and professionally with families, community members, and external agencies.
• Engages in ongoing professional learning aligned with district goals and best practices in speech-language pathology.
• Supports and contributes to building, district, and Board of Education goals.

Screening and Evaluation

• Conducts speech-language screenings in accordance with district guidelines and procedures.
• Evaluates students referred by teachers, families, or special education teams.
• Conducts reevaluations as required and indicated.
• Interprets assessment data and develops recommendations to support educational planning and service delivery.

The Clinical Process

• Demonstrates expertise in speech-language disorders and remediation techniques.
• Implements therapy strategies with appropriate feedback and reinforcement.
• Ensures accurate response monitoring and data collection.
• Plans for generalization and carryover of communication skills across environments.
• Other duties as assigned.

Education and/or Experience (Required and Preferred)

• Graduation, or anticipated graduation, from an accredited college or university.
• Valid Kansas Licensure.

Qualification Requirements: To perform this job successfully, an individual must be able to

perform each essential duty satisfactorily. The requirements listed below are

representative of the knowledge, skill, and/or ability required. Reasonable

Accommodations may be made to enable individuals with disabilities to perform the

essential functions.

• Demonstrates ability to implement best practice teaching strategies and the motivation to set and achieve high performance levels.
• Knowledge of principles and practices of public school education and the ability to apply them to the needs of the district.
• Ability to develop effective working relationships with the students, staff, and community.
• Knowledge and ability to utilize appropriate technology.
• Ability to collaborate with team members to implement the district's strategic plan and engage in solution building.
• Desire to continue career improvement by enhancing skills and job performance.

Skills and Abilities

• Ability to maintain a high level of professionalism and adherence to Board policy.
• Ability to communicate well, both verbally and in writing, with parents, patrons, staff and students.
• Ability to effectively write detailed reports and correspondence.
• Ability to speak in front of large and/or small groups.
• Ability to read and interpret documents.
• Bilingual communication skills preferred.

Physical Demands: The physical demands described here are representative of those that

must be met by an employee to successfully perform the essential functions of this job.

Reasonable accommodations may be made to enable individuals with disabilities to

perform the essential functions.

• Must have the ability to travel in personal or school district vehicle.
• Must be flexible regarding scheduling, working conditions and location of work.
• May require some physical exertion.

Work Environment: The work environment characteristics described here are

representative of those an employee encounters while performing the essential

functions of this job.

• Must be able to occasionally work in noisy and crowded environments, with numerous interruptions.

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.