Speech and Language Pathologist

POSITION TITLE:

Speech-Language Pathologist

FSLA:

Exempt

REPORTS TO:

Director of Special Education

UPDATED:

2025

SALARY/BENEFITS:

Per LIPSA Master Agreement

SCHEDULE:

10 – month

POSITION SUMMARY

Help children fulfill their role as students within the educational environment and prepare them for college, career, and community by supporting academic achievement and social participation through the provision of strategies and therapies that improve, remediate, or alleviate language and communication impairments.

ESSENTIAL FUNCTIONS

Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.

• Assist and guide staff and families in understanding developmental milestones in speech and language, and the connection between spoken and written language.
• Screen children with developmental concerns in speech, language and communication. Interpret screening results and provide recommendations for staff and families.
• Consult with staff and parents about proactive curricula and resources that may include language and phonemic awareness activities, social stories, visual schedules, and assistive technology.
• Help teachers and staff incorporate oral language and phonemic awareness activities in small-group instruction within the classroom/school setting.
• Provide early intervening services through multi-tiered systems of support (MTSS).
• Collaborate with parents and staff to implement evidence-based strategies to support students' daily language and communication within the school setting.
• Participate regularly on teams to analyze student- and building-level data, resolve problems, and select evidence-based interventions and supports.
• Observe, describe, and refer children with suspected impairments.
• Serve on multi-disciplinary evaluation teams to complete comprehensive evaluations to identify whether students are eligible for special education speech services.
• Design individualized therapy programs for each IDEA-eligible student in the least restrictive environment based on a comprehensive evaluation.
• Provide training to the appropriate persons to ensure