Speech-Language Pathologist, Regional Day School Program for the Deaf (RDSPD)

*This assignment is split between three campuses: Denton HS, Calhoun MS, N Rayzor ES

Primary Purpose: 

Evaluates, diagnoses, and provides intervention for students with communication disorders in language, articulation, fluency, and voice that impact educational success. Collaborates with educators, parents, and specialized teams to develop and implement individualized plans while ensuring compliance with federal, state, and district guidelines. Maintains accurate documentation, provides training and consultation, and contributes to a multidisciplinary approach that supports student learning and development.

Qualifications:

Education and Certification

• Master’s degree
• Degree preferred in communication or speech-language disorders
• Licensed/Certified as required by the Texas Education Agency and/or the State Board of Examiners for Speech-Language Pathology and Audiology of the State of Texas

Experience

• Practicum or previous employment in a public school setting (preferred) 

Knowledge and Skills

• ASL Proficient
• Basic knowledge of federal laws, state guidelines and local district policies
• Basic Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions
• Ability to use the accepted tests and measurements to assess communication disorders and conditions
• Ability to instruct and manage student behavior.
• Advanced organizational, interpersonal, verbal, and written communication skills.

Key Responsibilities:

Evaluation and Assessment

• Review each referral before evaluation to ensure student records, including parent permission, are complete. Request outside data as needed.
• Evaluate referred students' language, articulation, voice, fluency, intellectual, academic, emotional, behavioral, and/or adaptive behavioral functioning.
• Administer, score, and interpret appropriate evaluation instruments based on district guidelines and the student's specific needs.
• Determine eligibility of students for speech/language therapy services.
• Observe federal and state timelines for evaluations and written evaluation reports.
• Maintain a file on each student that meets federal and state requirements regarding referral, testing, reporting, goals/objectives, and current state of progress.

Case Management and Documentation

• Facilitate case management through involvement with the building evaluation team meetings, consultation with parents and teachers, observation, and IEPs.
• Develop full Individual Evaluations Reports and IEPs.
• Schedule and invite required participants, conduct and participate in ARD/IEP meetings.
• Keep accurate records of all contacts with parents and outside professionals.
• Keep the principal informed of the communication disorders program, schedule, and individual student needs.

Intervention and Therapy Implementation

• Develop and implement appropriate therapy goals and objectives.
• Assess progress at appropriate intervals and adjust the program for optimum speech/language development.
• Work collaboratively with teachers to develop therapy schedules and provide ongoing support for students in the classroom.
• Conduct conferences with parents, students, and teachers when needed to discuss concerns regarding the student's program.
• Refer and accompany students with voice problems to see an ENT specialist, when necessary.

Collaboration and Support

• Discuss the students’ overall performance with the teacher.
• Secure services of the district's special evaluation teams as needed.
• Attend team meetings on campus and keep classroom teachers informed of the individual student's speech/language needs.
• Participate in campus evaluation teams as needed.
• View self as a vital instructional team member, working with general and special education staff.
• Articulate support of the district's special education program.
• Serve on campus committees as requested and appropriate.

Professional Development and Compliance

• Keep informed of current issues in the evaluation and treatment of communication disorders.
• Take the initiative to develop professional skills appropriate to job assignment.
• Abide by the Code of Ethics of ASHA.
• Attend scheduled SLP meetings and in-services.
• Develop and implement in-service/training programs for fellow SLPs, teachers, and other district personnel.
• Consult with personnel from outside agencies.
• Participate in the district's "mentoring program" as needed for new SLPs.
• Obtain and use evaluative findings, including student achievement data, to examine program effectiveness and develop appropriate instructional strategies.

Additional Responsibilities:

• Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations.
• Follow district safety protocols and emergency procedures.
• Participate in professional development, faculty/department meetings, and special events as assigned.
• Perform additional duties as assigned to support the mission and goals of the department, campus, and district.

Supervisory Responsibilities:

• None

Mental Demands/Physical Demands/Environmental Factors:

Tools and Equipment Used: Standard testing equipment; standard office equipment including computer and peripherals

Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking, grasping/squeezing, wrist flexion/extension

Lifting: Regular light lifting and carrying (under 15 pounds), occasional heaving lifting (45 pounds or more) and positioning of students with physical disabilities; controlling behavior through physical restraint; assisting non-ambulatory students

Environment: Exposure to biological hazards, bacteria, and communicable diseases; districtwide and occasional statewide travel 

Mental Demands: Work with frequent interruptions; maintain emotional control under pressure

This document describes the general purpose 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.

Appointment: 

The Superintendent of Schools will recommend the appointment of this position to the Board of Trustees based on the applicant’s training, experience, and expertise. The Board of Trustees must give final approval.