2026/2027-Speech Language Pathologist-IDEA B

Days per Year: 192 Min: $64,428 Mid: $77,624 JOB TITLE: Speech Language Pathologist REPORTS TO: Coordinator-Assessment WAGE: Exempt PAY GRADE: AI 2 PRIMARY PURPOSE 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 and support the district maintenance of compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress. The Speech Language Pathologist 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/supports and related services for students receiving special education. They must actively possess, maintain and acquire 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 for Speech Language Pathology or Communication Disorders from an accredited college/university Valid Texas License for Speech Language Pathology or intern in Speech Language Pathology granted by the Texas Department of Licensing and Regulation and 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 for 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 task Ability to work with diverse populations Skilled and effective in consultation with teachers and parents Ability and commitment to continuing professional learning, receive professional feedback and respond to request 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 in order to maintain credentials and keep informed of best practices in the field of speech/language pathology and other related fields Maintain confidentiality of noted information, 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 Communicate and collaborate as needed with campus personnel to provide the most appropriate services for students with suspected or confirmed communication disabilities Prepare, incorporate, and/or 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 both the state audit folder and the 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 the areas of ethics, cultural diversity and evaluation practices Must engage in data-based decision-making while utilizing assessment methods for identifying strengths and needs; developing effective interventions, services, and programs. Assist and support the 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 the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching/repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; support behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data, ability to be effective in both oral and written communication. Travel within the district as required. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.