Bilingual Speech-Language Pathologist

Company Description

KIPP Texas Public Schools is a network of 59 public charter, open-enrollment, pre-k-12 schools educating nearly 34,000 students across Austin, Dallas-Ft. Worth, Houston, and San Antonio. Together with families and communities, our mission is to create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose —college, career, and beyond—so they can lead fulfilling lives and build a more just world.

Founded in Houston in 1994, and operating as KIPP Texas since 2018, our commitment to diversity, equity, inclusion, and antiracism in our classrooms, in our offices, and in the communities we serve is unwavering. We are looking to hire a diverse team of dynamic, collaborative, and dedicated individuals with an unyielding belief that every child will succeed. Join our Team and Family and champion equity, chase excellence, persist with purpose, bring joy, and help us rise together.

KIPP Texas is part of the national KIPP network of 255 college-preparatory public charter schools in 20 states and the District of Columbia. Nationwide, KIPP students complete four-year college at a rate of 36 percent, comparable to the national average for all students and approximately three times higher than the average of students from low-income communities.

You can see all our job opportunities at https://kipptexas.org/join-our-team/.

Job Description

The Opportunity

The Bilingual Speech Language Pathologist (SLP) is 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 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

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