Lead Speech Language Pathologist - (24-25)

Job Description
The Opportunity
The Lead Speech-Language Pathologist (SLP) is responsible for:
providing guidance and support to regional Speech-Language Pathologists and Speech-Language Pathology Assistants;
and working in tandem with the Director of Special Populations and the KIPP Texas Program Manager of Speech-Language services to make continuous improvements to regional and district wide speech-language services. The Lead Speech-Language Pathologist is also responsible for assessing, diagnosing, and treating students in grades K-12 with speech (including articulation, phonological, voice, resonance, and fluency disorders), language, and social communication disorders. He/she also serves as a campus consultant for staff, teachers, and parents on issues related to speech and language development. The Lead SLP is responsible for maintaining accurate clinical records for students receiving speech therapy. This position furthers the mission of KIPP Texas as it helps ensure that all students with communication disorders receive the specialized interventions they need to make meaningful progress and lead a life of choice.
Key Responsibilities
Lead speech-language services (SLS) team in the region.
Report to and work in partnership with both the KIPP Texas Program Manager of Speech-Language Services and the Director of Special Populations to:
(a) align practices (where needed) across all four regions over time;
(b) make continuous improvements to SLS regionally and as a whole;
and (c) develop SLS teammates
Support SLS team in successfully carrying out SLS procedures and further the skill development of SLS teammates
Serve as an exemplar SLP
Onboard SLS staff and oversee the provision of their services
Execute the KTX vision and strategic plan for year 4 of integrated Speech-Language Services (SLS) post merge
Maintain partnerships with local university with the purpose of cultivating a talent pipeline to continue to expand regional SLS teams
Complete test kit and protocol orders for the region
Evaluate and reevaluate students with speech impairments.
Support general education teachers in identifying students at-risk for communication disorders
Administer screening tests, collect teacher and parent report, and conduct records reviews to determine steps following a referral
Design in-classroom interventions if student is a good candidate for response-to-intervention
Lead multidisciplinary meetings to obtain parental consent for initial evaluations
Evaluate students to determine eligibility for services and/or present levels of performance for the purpose of developing an individualized education plan (IEP)
Participate in Admission, Review, and Dismissal (ARD) committee meetings to interpret assessment results and to discuss present levels of performance, proposed goals, accommodations, and service time for students identified as having a “speech impairment”
Lead Review of Existing Evaluation Data meetings for students identified as having a “speech impairment” and no other qualifying eligibilities
Provide therapy to students with a speech impairment.
Provide speech-language services as indicated in the ARD document and provide make-up sessions as needed
Implement evidence-based interventions in the areas of articulation, phonology, language, pragmatics, fluency, voice, and resonance
Record quantitative and qualitative data regarding student progress for each student regularly
Report on student progress each quarter
Assist general and/or special education teachers in differentiating instruction for students with communication disorders
Routinely monitor progress toward IEP goals and make adjustments as needed to interventions and/or the student’s plan
Develop new IEPs annually
Evaluate the effectiveness of speech therapy .
Monitor and evaluate the effectiveness of speech therapy throughout the year, making adjustments as necessary
Meet with the ARD committee to discuss progress, interpret test results, and modify students’ IEPs
Effectively communicate with colleagues, students, and parents regarding met goals and the needs of each student
Serve as a resource for educators, school leaders, staff, and parents.
Provide a workshop to elementary staff on developmental norms for communication skills and the referral process
Address issues such as developmental and educational norms for speech and in-classroom interventions
Provide educators and parents with resources related to speech and language development
Assist school personnel in the identification and understanding of students with communication deficits