Tolleson Union High School District #214
Speech Language Pathologist
Purpose
The job of the Speech Language Pathologist (SLP) is responsible for providing screening, diagnostic assessment, therapy, and consultation services in communication disorders. Responsibilities also include the development of IEPs, IEP goals, report writing, classroom/teacher consultation, staff training, parent education, supervision of speech-language pathologist assistants (SLPA) and participation on school and IEP teams. The Speech-Language Pathologist will be responsible to the Lead Speech-Language Pathologist and the Principal.
Qualifications
Required:
- Graduate from an ASHA accredited speech pathology/communication disorders program.
- Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.
- Experience with high school aged populations.
- Current Arizona Department of Education Speech and Language Pathology certification.
- Current Arizona Department of Health Services License.
- Master’s degree in Speech Language Pathology required.
- Clinical Fellowship Year (CFY) permitted.
Preferred: - Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP).
- Bilingual in English and Spanish.
Essential Functions
- Conducts speech-language screenings using appropriate screening protocols at the request of the Child Study Team (CST) or upon referral by the parent or school team member.
- Participates as a member of the Child Study Team (CST), upon request, and when communication problem is suspected.
- Participates as a member of the IEP team, provides input into the review of existing data process, and recommends intervention strategies.
- Conducts comprehensive speech and language assessments to determine the existence of speech-language impairments, functional communication skills, and communication needs.
- Conducts speech-language assessments to assist in determining requirements for assistive technology devices and services, as appropriate.
- Creates individual evaluation reports summarizing assessment data, interpretation of results, and recommendations. Creates other reports such as individualized education programs (IEP), progress reports, logs, etc. as needed and required.
- Monitors IEPs for students eligible for speech and language services.
- Participates in determining eligibility for speech-language services as part of the IEP team and by using established district criteria.
- Provides direct therapy for students identified through the evaluation and placement process.
- Provides consultation to staff and parents in appropriate student management of communication deficits.
- Measures and documents student progress toward goals and objectives using objective measures.
- Supervises speech-language pathologist assistants, when assigned, and in accordance with ADHS requirements.
- Prepares and submits appropriate logs and documentation for Medicaid reimbursement according to district procedures.
- Schedules activities and prepares charts, records, graphs, or other displays of data.
- Performs checks and maintenance of equipment.
- Attends departmental meetings.
- Participates in and provides in-service trainings.
- Maintains coordination between general curriculum areas and therapy activities.
- Maintains accurate and current student files.
- Effectively utilizes district technologies appropriate to the position and assumes responsibility for attending district training needed to successfully perform designated responsibilities as directed by supervisor.
- Maintains a high level of ethical behavior and confidentiality.
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Skills, Knowledge, and Abilities
SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include development and implementation of appropriate therapy programs, including selecting appropriate strategies and materials, assessment of the impact of communication disorders on educational performance in the general curriculum as well as functional communication needs.
KNOWLEDGE is required in medical/developmental/pediatric information and indications for speech-language therapy treatment; to understand and appropriately apply the latest research in cognition, brain function and language development relating to speech and language disorders to school age populations; to appropriately evaluate students’ communication skills, grades pre-k-8, interpret test results and implications and to determine eligibility for services. Specific knowledge required to satisfactorily perform the functions of the job includes working knowledge of disabilities such as learning disabilities, mental retardation, autism, and motor disorders and how they may impact communication skills; pertinent codes, policies, regulations and/or various position specific information learned on the job.
ABILITY is required to schedule a significant number of activities, meetings, and/or events; gather, collate and/or classify data; and consider a wide variety of factors when using equipment. Ability is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a wide diversity of individuals, and to establish and maintain effective working relationships with school and central office-based staff and parents by demonstrating excellent human relations skills and ability to communicate effectively, both orally and in writing work with specific, job-related data; and utilize a variety of job-related equipment and utilize computer special education records management software system. In working with others, independent problem solving is required to analyze issues and create action plans. Ability to collect data and generate reports is required. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific abilities required to satisfactorily perform the functions of the job include: adapting to changing work environment; working as part of a team; communicate with diverse groups; effectively present information and respond to questions; write measurable IEP goals that are in alignment with State Standards; document student progress and responses effectively so as to demonstrate progress toward IEP goals; supervise speech-language pathologist assistants (if eligible); relate to pre-school and school-aged students; write comprehensive reports and general correspondence.
Responsibility
Responsibilities include working as a coordinator using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors in a controlled environment. The noise level in the work environment is moderate to loud. Travel between District campuses and to locations outside the District is required.
| Reports to: | Director of Special Education or Principal |
| Terms of Employment: | Ten-months, full time
|
| Evaluation: | Evaluated annually as outlined in Governing Board Policy.
|
| FLSA Status: | Exempt
|
| Salary: | Initial Placement Salary Schedule for Speech Language Pathologist |
Board Approval: February 6, 2024 (Revised)
