Young World Physical Education
Speech Language Pathologist
Young World Physical Education, Dickinson, Texas, United States, 77539
Speech Language Pathologist
Dickinson Independent School District Education Service Center - Dickinson, Texas.
Job Details Job ID:
5490498
Application Deadline:
Posted until filled
Posted:
Jan 08, 2026 6:00 AM (UTC)
Starting Date:
Immediately
Job Description Position:
Speech-Language Pathologist
Department:
Special Education
Wage/Hour Status:
Exempt
Immediate Supervisor(s):
Executive Director of Special Programs / Coordinator of Evaluation and Related Services / Lead Speech-language Pathologist
Pay Grade:
Per Compensation Manual
Days Employed:
Per Compensation Manual s
POSITION SUMMARY
Plan and provide speech-language pathology services to students who have speech, voice, or language disorders.
Assess students and provide therapeutic intervention to eliminate or reduce problems or impairments that interfere with a student's ability to access the full benefit of the educational program.
QUALIFICATIONS Education/Certification:
Master's degree in speech-language pathology from an accredited college or university.
Valid Texas license as a speech-language pathologist granted by the Texas Department of Licensing (TDLR).
Special Knowledge/Skills:
Ability to use acceptable tests and measurements to assess communication disorders.
Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders.
Ability to instruct and manage student behavior.
Excellent organizational skills.
Ability to communicate well in oral and written form.
Effective interpersonal skills.
Working knowledge of computers, word processing, and related software.
Experience:
Clinical Fellow or 1 year.
MAJOR RESPONSIBILITIES Therapy
Plan and provide appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEP).
Evaluate student progress and determine continuation or readiness for termination of therapy services.
Maintain updated paperwork regarding services provided as required by TEA, TDLR, and TSBOE.
Assist in programming and monitoring augmentative communication devices, design low-tech devices, and consult on communication devices.
Assessment
Conduct independent evaluations to assess students with speech or language disorders and determine eligibility for services.
Develop clinical management strategies or procedures and diagnostic statements by interpreting observations/data.
Participate in the Admission, Review, and Dismissal (ARD) Committee meetings to assist in the interpretation of assessment data, appropriate placement, and goal setting for students with communication disorders.
Administer initial assessments and re-evaluations as required for an FIE.
Write an FIE report, per the multidisciplinary team (MDT) process established by TEA, IDEA, and District Guidelines.
Communicate results of an FIE with parents and district staff.
Provide consultation for school staff and contract assessment in complex situations.
Perform screenings as appropriate.
Consultation
Counsel and involve parents in the remedial process.
Provide consultation to and collaborate with parents, and special education/general education teachers to support the IEP goals/objectives in all campus settings.
Collaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students.
Provide professional development in assigned schools to help school personnel identify and understand communication deficits.
Communicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and the needs of the student.
Provide consultation to school staff and contract assessment service providers in complex situations.
Provide consultation to district administrators, assessment personnel, and instructional staff as needed to address speech and language needs presented by special education students.
Provide consultation to other district teams (e.g., Educational Diagnosticians, and School Psychologists) as necessary for efficient program management.
Student Management
Create an environment conducive to teaming and appropriate for the maturity level and interests of students.
Establish control and administer discipline according to the Student Code of Conduct and Student Handbook as well as the student’s Behavior Intervention Plan.
Provide consultation and collaborate with classroom teachers and staff to aid in the identification of student needs and in response to intervention efforts and documentation.
Administration
Compile, maintain, and file all reports, records, and other required documents including applications for NPI number and SHARS billing within timelines.
Comply with policies established by federal and state laws, State Board of Education rule, TDLR, and district/board policy.
Participate in professional development activities to improve skills related to job assignment.
Provide documentation of RTI, therapy, ARD’s, Student intervention teams, assessments, etc upon request.
Collaborate and work well as part of a team.
Follow the A-Z Special Education Operating Guidelines.
Admission, Review, and Dismissal
Complete ARD paperwork within TEA, IDEA, and district policies.
Maintain audit files, electronic files, and paperwork as required with District policies/procedures.
SUPERVISORY RESPONSIBILITIES
May supervise, direct and monitor the work of licensed speech assistants, CFs, or graduate students if in mutual agreement.
Develop and coordinate a continuing evaluation of speech-language pathology services and make changes based on findings.
EXPECTATIONS OF MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS
Tools/Equipment Used:
Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students.
Posture:
Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting.
Motion:
Frequent walking and reaching.
Lifting:
Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment.
Environment:
Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases).
Mental Demands:
Work with frequent interruptions; maintain emotional control under stress.
EVALUATIONS
Performance of this position will be evaluated annually.
Position Type:
Full-Time
Job Categories:
Special Education > Speech/Language Pathologist
Job Requirements
Master degree preferred.
Citizenship, residency or work visa required.
Contact Information
Patrick Monaghan, Executive Director of Special Programs
Email: pmonaghan@dickinsonisd.org
#J-18808-Ljbffr
Job Details Job ID:
5490498
Application Deadline:
Posted until filled
Posted:
Jan 08, 2026 6:00 AM (UTC)
Starting Date:
Immediately
Job Description Position:
Speech-Language Pathologist
Department:
Special Education
Wage/Hour Status:
Exempt
Immediate Supervisor(s):
Executive Director of Special Programs / Coordinator of Evaluation and Related Services / Lead Speech-language Pathologist
Pay Grade:
Per Compensation Manual
Days Employed:
Per Compensation Manual s
POSITION SUMMARY
Plan and provide speech-language pathology services to students who have speech, voice, or language disorders.
Assess students and provide therapeutic intervention to eliminate or reduce problems or impairments that interfere with a student's ability to access the full benefit of the educational program.
QUALIFICATIONS Education/Certification:
Master's degree in speech-language pathology from an accredited college or university.
Valid Texas license as a speech-language pathologist granted by the Texas Department of Licensing (TDLR).
Special Knowledge/Skills:
Ability to use acceptable tests and measurements to assess communication disorders.
Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders.
Ability to instruct and manage student behavior.
Excellent organizational skills.
Ability to communicate well in oral and written form.
Effective interpersonal skills.
Working knowledge of computers, word processing, and related software.
Experience:
Clinical Fellow or 1 year.
MAJOR RESPONSIBILITIES Therapy
Plan and provide appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEP).
Evaluate student progress and determine continuation or readiness for termination of therapy services.
Maintain updated paperwork regarding services provided as required by TEA, TDLR, and TSBOE.
Assist in programming and monitoring augmentative communication devices, design low-tech devices, and consult on communication devices.
Assessment
Conduct independent evaluations to assess students with speech or language disorders and determine eligibility for services.
Develop clinical management strategies or procedures and diagnostic statements by interpreting observations/data.
Participate in the Admission, Review, and Dismissal (ARD) Committee meetings to assist in the interpretation of assessment data, appropriate placement, and goal setting for students with communication disorders.
Administer initial assessments and re-evaluations as required for an FIE.
Write an FIE report, per the multidisciplinary team (MDT) process established by TEA, IDEA, and District Guidelines.
Communicate results of an FIE with parents and district staff.
Provide consultation for school staff and contract assessment in complex situations.
Perform screenings as appropriate.
Consultation
Counsel and involve parents in the remedial process.
Provide consultation to and collaborate with parents, and special education/general education teachers to support the IEP goals/objectives in all campus settings.
Collaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students.
Provide professional development in assigned schools to help school personnel identify and understand communication deficits.
Communicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and the needs of the student.
Provide consultation to school staff and contract assessment service providers in complex situations.
Provide consultation to district administrators, assessment personnel, and instructional staff as needed to address speech and language needs presented by special education students.
Provide consultation to other district teams (e.g., Educational Diagnosticians, and School Psychologists) as necessary for efficient program management.
Student Management
Create an environment conducive to teaming and appropriate for the maturity level and interests of students.
Establish control and administer discipline according to the Student Code of Conduct and Student Handbook as well as the student’s Behavior Intervention Plan.
Provide consultation and collaborate with classroom teachers and staff to aid in the identification of student needs and in response to intervention efforts and documentation.
Administration
Compile, maintain, and file all reports, records, and other required documents including applications for NPI number and SHARS billing within timelines.
Comply with policies established by federal and state laws, State Board of Education rule, TDLR, and district/board policy.
Participate in professional development activities to improve skills related to job assignment.
Provide documentation of RTI, therapy, ARD’s, Student intervention teams, assessments, etc upon request.
Collaborate and work well as part of a team.
Follow the A-Z Special Education Operating Guidelines.
Admission, Review, and Dismissal
Complete ARD paperwork within TEA, IDEA, and district policies.
Maintain audit files, electronic files, and paperwork as required with District policies/procedures.
SUPERVISORY RESPONSIBILITIES
May supervise, direct and monitor the work of licensed speech assistants, CFs, or graduate students if in mutual agreement.
Develop and coordinate a continuing evaluation of speech-language pathology services and make changes based on findings.
EXPECTATIONS OF MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS
Tools/Equipment Used:
Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students.
Posture:
Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting.
Motion:
Frequent walking and reaching.
Lifting:
Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment.
Environment:
Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases).
Mental Demands:
Work with frequent interruptions; maintain emotional control under stress.
EVALUATIONS
Performance of this position will be evaluated annually.
Position Type:
Full-Time
Job Categories:
Special Education > Speech/Language Pathologist
Job Requirements
Master degree preferred.
Citizenship, residency or work visa required.
Contact Information
Patrick Monaghan, Executive Director of Special Programs
Email: pmonaghan@dickinsonisd.org
#J-18808-Ljbffr