Lead Speech-Language Pathologist

Position: Lead Speech-Language Pathologist

Department: Special Programs

Wage/Hour Status: Exempt

Immediate Supervisor(s): Executive Director of Special Programs/Coordinator of Assessment

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

POSITION SUMMARY:

• Coordinate planning and provision speech-language pathology services to students with speech, voice, or language disorders
• Assess students and provide therapeutic intervention to eliminate or reduce problems or impairments that interfere with their students' ability to derive full benefit from the educational program

QUALIFICATIONS:

Education/Certification:

• Master's degree in speech-language pathology from an accredited college or university
• Valid 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 conditions
• Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions
• Ability to instruct and manage student behavior
• Excellent organizational skills
• Ability to communicate well in oral and written form
• Effective interpersonal skills
• Ability to work well as a team member and lead a team
• Working knowledge of computers, word processing, and software related to field

Experience:

• 3 years as an SLP in public schools

MAJOR 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 services
• Keep updated paperwork regarding services provided as required by TEA, TDLR, and IDEA
• Assist in programming and monitor augmentative communication devices, design low-tech devices, and consult on communication devices

Assessment:

• Conduct independent evaluations to assess students with speech or language disorders and conditions to determine eligibility for services
• Develop clinical management strategies or procedures and diagnostic statements by interpreting observations or data
• Participate in the Admission, Review, and Dismissal (ARD) Committee to assist in the interpretation of assessment data, appropriate placement, and goal setting for students with communication disorders or  conditions according to district procedures
• Administer initial assessments and re-evaluations as required for FIE
• Write FIE report per multidisciplinary team (MDT) process per TEA, IDEA, and District Guidelines
• Communicate results of FIE with parents and district staff
• Provide consultation for school staff and contract assessment in complex situations
• Perform screenings as appropriate

Consultation:

• Counsel and involve parents in the remedial process
• Provide consultation to, collaboration with, parents, special education and general education teachers to support IEP goals and objectives in all  campus settings
• Collaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students not directly on caseload and on caseload
• Provide professional development in assigned schools to help school personnel identify and understand communication deficits
• Communicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and needs of the student
• Provide consultation to school staff and contract assessment service providers in complex situations
• Provide consultation to district administrators, assessment personnel, and instructional staff as needed to address speech and language needs presented by special education students
• Provide consultation to other district teams (eg ARDCF, Educational Diagnosticians, and LSSP’s) as necessary for efficient program management

Student Management:

• Create an environment conducive to teaming and appropriate for the maturity level and interests of Students
• Establish control and administer discipline according to the Student Code of Conduct and student handbook as well as the student’s Behavior Intervention Plan
• Provide consultation to, collaboration with, classroom teachers and staff to aid in the identification of students’ needs and in response to intervention efforts and documentation

Administration:

• Compile, maintain, and file all reports, records, and other required documents
• Comply with policies established by federal and state laws, State Board of Education rule, TDLR, and district/board  policy
• Participate in professional development activities to improve skills related to job assignment
• Provide documentation of RTI, therapy, ARD’s, Student intervention teams, assessments, etc upon request
• Comply with TDLR rules and regulations as required to maintain a license
• Collaborate and work well as part of a team
• Compile, 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 timelines
• Follow the A-Z Special Education operating guidelines

Admission, Review & Dismissal:

• Complete ARD paperwork within TEA, IDEA, and district policies
• Maintain audit files, electronic files, and paperwork as required by District policies/procedures
• Assist in gathering data and coordinate any aspects requested from the Executive Director of Special Programs State Performance Plans (SPP)
• Plan and provide training for speech therapists, teaching staff per department, campus, and individual student needs
• Monitor systems for determining staffing, and  meeting IEP requirements
• Plan and Facilitate department meetings
• Coordinate with Deaf Education Co-op and attend ARD meetings as DISD designee

SUPERVISORY RESPONSIBILITIES:

• May supervise, direct, and monitor the work of speech-language pathology assistants, CF’s, or graduate students  if in mutual agreement by district and SLP
• Develop and coordinate a continuing evaluation of speech-language pathology services and make changes based on the findings
• Provide clinical support to campus-based speech staff as requested
• Direct, supervise and evaluate the activities of speech pathology graduate students from university  programs, and licensed assistants as mutually agreed upon
• Direct, supervise and evaluate the activities of speech pathology within the district
• Conduct yearly SLP and SLPa’s evaluation according to district procedures
• Assign and supervise district speech staff, and supervise assistants
• Plan and participate in recruitment and selection of speech staff

EXPECTATIONS 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 students
• Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking and reaching
• Lifting: 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 equipment
• Environment: 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 stress
• Professional Dress: Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent.  During work hours, visible body piercings (except earrings) will not be allowed.  

EVALUATIONS:

• Performance of this position will be evaluated annually

This document describes the general-purpose, essential functions, and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. The responsibilities listed herein will remain valid until such time as the job description is revised.  The employee’s signature below indicates her/his understanding of and agreement to complete the responsibilities and meet the expectations of mental/physical demands and environmental factors as described.