Dickinson ISD
Speech Language Pathologist
Dickinson ISD, Dickinson, Texas, United States, 77539
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 disordersAssess 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 programQUALIFICATIONS
:
Education/Certification:
Master's degree in speech-language pathology from an accredited college or universityValid 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 conditionsKnowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditionsAbility to instruct and manage student behaviorExcellent organizationalAbility to communicate well in oral and written formEffective interpersonal skillsWorking knowledge of computers, word processing, and software related to the fieldExperience:
Clinical Fellow or 1 yearMAJOR 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 servicesKeep updated paperwork regarding services provided as required by TEA, TDLR, and TSBOEAssist in programming and monitoring augmentative communication devices, design low-tech devices, and consult on communication devicesAssessment:
Conduct independent evaluations to assess students with speech or language disorders and conditions to determine eligibility for servicesDevelop clinical management strategies or procedures and diagnostic statements by interpreting observations/dataParticipate 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 proceduresAdminister initial assessments and re-evaluations as required for an FIEWrite an FIE report, per the multidisciplinary team (MDT) process established by TEA, IDEA, and District GuidelinesCommunicate results of an FIE with parents and district staffProvide consultation for school staff and contract assessment in complex situationsPerform screenings as appropriateConsultation:
Counsel and involve parents in the remedial processProvide consultation to and collaborate with parents, and special education/general education teachers to support the IEP goals/objectives in all campus settingsCollaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students not directly on the caseload and on the caseloadProvide professional development in assigned schools to help school personnel identify and understand communication deficitsCollaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students not directly on the caseload and on the caseloadProvide professional development in assigned schools to help school personnel identify and understand communication deficitsCommunicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and the needs of the studentProvide consultation to school staff and contract assessment service providers in complex situationsProvide consultation to district administrators, assessment personnel, and instructional staff as needed to address speech and language needs presented by special education studentsProvide consultation to other district teams (eg Educational Diagnosticians, and School Psychologists) as necessary for efficient program managementStudent Management:
Create an environment conducive to teaming and appropriate for the maturity level and interests of studentsEstablish control and administer discipline according to the Student Code of Conduct and Student Handbook as well as the student's Behavior Intervention PlanProvide consultation to and collaboration with, classroom teachers and staff to aid in the identification of student needs and in response to intervention efforts and documentationAdministration:
Compile, maintain, and file all reports, records, and other required documents including applications for NPI number and SHARS billing within timelinesComply with policies established by federal and state laws, State Board of Education rule, TDLR, and district/board policyProvide consultation to and collaboration with, classroom teachers and staff to aid in the identification of student needs and in response to intervention efforts and documentationParticipate in professional development activities to improve skills related to job assignmentProvide documentation of RTI, therapy, ARD's, Student intervention teams, assessments, etc upon requestComply with TDLR rules and regulations as required to maintain a licenseCollaborate and work well as part of a teamCompile, 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 timelinesFollow the A-Z Special Education Operating GuidelinesAdmission, Review, and Dismissal:
Complete ARD paperwork within TEA, IDEA, and district policiesMaintain audit Files, electronic files, and paperwork is required with District policies/proceduresSUPERVISORY RESPONSIBILITIES
:
May supervise, direct and monitor the work of licensed speech assistants, CFs or graduate students if in mutual agreementDevelop and coordinate a continuing evaluation of speech-language pathology services and make changes based on the findingsEXPECTATIONS 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 studentsPosture:
Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twistingMotion:
Frequent walking and reachingLifting:
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 equipmentEnvironment:
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 stressEVALUATIONS :
Performance of this position will be evaluated annually
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 disordersAssess 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 programQUALIFICATIONS
:
Education/Certification:
Master's degree in speech-language pathology from an accredited college or universityValid 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 conditionsKnowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditionsAbility to instruct and manage student behaviorExcellent organizationalAbility to communicate well in oral and written formEffective interpersonal skillsWorking knowledge of computers, word processing, and software related to the fieldExperience:
Clinical Fellow or 1 yearMAJOR 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 servicesKeep updated paperwork regarding services provided as required by TEA, TDLR, and TSBOEAssist in programming and monitoring augmentative communication devices, design low-tech devices, and consult on communication devicesAssessment:
Conduct independent evaluations to assess students with speech or language disorders and conditions to determine eligibility for servicesDevelop clinical management strategies or procedures and diagnostic statements by interpreting observations/dataParticipate 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 proceduresAdminister initial assessments and re-evaluations as required for an FIEWrite an FIE report, per the multidisciplinary team (MDT) process established by TEA, IDEA, and District GuidelinesCommunicate results of an FIE with parents and district staffProvide consultation for school staff and contract assessment in complex situationsPerform screenings as appropriateConsultation:
Counsel and involve parents in the remedial processProvide consultation to and collaborate with parents, and special education/general education teachers to support the IEP goals/objectives in all campus settingsCollaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students not directly on the caseload and on the caseloadProvide professional development in assigned schools to help school personnel identify and understand communication deficitsCollaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students not directly on the caseload and on the caseloadProvide professional development in assigned schools to help school personnel identify and understand communication deficitsCommunicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and the needs of the studentProvide consultation to school staff and contract assessment service providers in complex situationsProvide consultation to district administrators, assessment personnel, and instructional staff as needed to address speech and language needs presented by special education studentsProvide consultation to other district teams (eg Educational Diagnosticians, and School Psychologists) as necessary for efficient program managementStudent Management:
Create an environment conducive to teaming and appropriate for the maturity level and interests of studentsEstablish control and administer discipline according to the Student Code of Conduct and Student Handbook as well as the student's Behavior Intervention PlanProvide consultation to and collaboration with, classroom teachers and staff to aid in the identification of student needs and in response to intervention efforts and documentationAdministration:
Compile, maintain, and file all reports, records, and other required documents including applications for NPI number and SHARS billing within timelinesComply with policies established by federal and state laws, State Board of Education rule, TDLR, and district/board policyProvide consultation to and collaboration with, classroom teachers and staff to aid in the identification of student needs and in response to intervention efforts and documentationParticipate in professional development activities to improve skills related to job assignmentProvide documentation of RTI, therapy, ARD's, Student intervention teams, assessments, etc upon requestComply with TDLR rules and regulations as required to maintain a licenseCollaborate and work well as part of a teamCompile, 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 timelinesFollow the A-Z Special Education Operating GuidelinesAdmission, Review, and Dismissal:
Complete ARD paperwork within TEA, IDEA, and district policiesMaintain audit Files, electronic files, and paperwork is required with District policies/proceduresSUPERVISORY RESPONSIBILITIES
:
May supervise, direct and monitor the work of licensed speech assistants, CFs or graduate students if in mutual agreementDevelop and coordinate a continuing evaluation of speech-language pathology services and make changes based on the findingsEXPECTATIONS 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 studentsPosture:
Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twistingMotion:
Frequent walking and reachingLifting:
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 equipmentEnvironment:
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 stressEVALUATIONS :
Performance of this position will be evaluated annually