Speech-Language Pathologist (SLP) Assistant Pool - 2026-27 School Year

Primary Purpose:

Coordinate and facilitate treatment of students who exhibit communication disorders in language, articulation, fluency and voice that adversely affect educational success. Provide consultation to teachers, parents, support personnel, and community agencies, including, but not limited to, consultation on the individualized educational program, its implementation, and learning strategies. Act as a facilitator for the supervisor to ensure the district complies with all legal and regulatory requirements associated with special education at the local, state, and federal levels. Perform assigned duties under the supervision of a licensed speech therapist approved by the department to serve as the assistant's supervisor. The SLP assistant’s scope of practice is consistent with the guidelines provided by TEA, TDLR, and ASHA.

Qualifications:

Education and Certification

• Bachelor's degree from an accredited institution
• Master's degree (preferred)
• Texas Assistant in Speech-Language Pathology License

Experience

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

Knowledge and Skills

• Basic knowledge of federal laws, state guidelines and local district policies
• Basic knowledge of therapy procedures, instructional and behavioral modifications and accommodations and data collection
• Basic working knowledge of communication disorders, including all areas of language, phonological processes, articulation, voice and fluency
• Excellent organizational, communication and interpersonal skills
• Ability to read, write and speak a second language (preferred)
• Demonstrate skills necessary for scheduling, time management, and organization.

Key Responsibilities:

• Apply knowledge of the purpose, philosophy, and legal foundations of evaluation, special education and speech therapy.
• Demonstrate ethical and professional practices and responsibilities as required by the TEA, TDLR and ASHA code of ethics.
• Develop collaborative relationships with families, educators, the school, the community, outside agencies, and related service personnel.
• Apply knowledge of student assessment and evaluation, program planning, and instructional decision making.
• Demonstrate knowledge of eligibility criteria and procedures for identifying students who exhibit communication disorders in the area of language, articulation, voice and fluency and determining the presence of educational needs with the supervisor.
• Apply knowledge of ethnic, linguistic, cultural, and socioeconomic diversity when discussing evaluation, planning, and instruction to distinguish a language disorder from cultural and linguistic differences.
• Apply rules of confidentiality with parents, students, and school personnel.
• Demonstrate knowledge of appropriate curricula and instructional strategies for individuals with disabilities.
• Provide appropriate service delivery models (e.g., variations in frequency, intensity, duration, and setting based on student needs) consistent with a wide variety of individual student needs.
• Apply knowledge of local, state, and federal special education regulations while collaborating with the case manager for special education students, including Medicaid billing, and therapy plan development.
• Monitor student progress consistent with district expectations (end of every grading period).
• Serve as a resource to campuses to ensure the district is in compliance with all local, state, and federal regulations associated with special education.
• Consult with administrators, support personnel and campus teachers to ensure IEPs are implemented.
• Provide training to district staff and parents of students with disability with regard to communication development and disorders.
• Work collaboratively with SLP assistant’s supervisor when implementing and planning for therapy.
• Collaborate with special education clerks to schedule, invite required participants, and participate in IEP meetings within timelines.
• Develop and implement appropriate therapy goals and objectives based on data (formal and informal).
• Evaluate and report student progress consistent with district expectations at the conclusion of every grading period.
• Collaborate with teachers to develop therapy schedules, and provide ongoing support for students in the classroom.
• Attend team meetings on campus and keep classroom teachers informed of the individual student's speech/language needs.
• Attend department and program meetings as scheduled.
• Effectively utilize the special education data management system, emphasizing accuracy. Conducts SHARS and X-Logs duties as assigned and within timelines.
• Stay current on district rules and procedures as addressed in the speech therapists' monthly meetings and communication from special education leadership.

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 approve the appointment of this position based on the applicant’s training, experience, and expertise.