2026/2027-Speech Language Pathologist-General Funding

Young World Physical Education

Houston (TX)

On-site

USD 69,427 - 83,647

Full time

14 days+

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Job summary

A public school district in Houston seeks a qualified Speech Language Pathologist to provide evaluation and assessment services in compliance with special education laws. The role involves developing Individualized Education Plans (IEPs) and working closely with diverse populations. Ideal candidates should hold a Bachelor's degree and a Texas license in Speech Pathology, and having bilingual skills in English and Spanish is highly preferred. This is a full-time position offering a starting salary of $69,427.

Qualifications

Bachelor’s Degree in Speech Language Pathology or Communication Disorders from an accredited college/university.
Valid Texas License for Speech Language Pathology or an intern in Speech Language Pathology.
ASHA Certificate of Clinical Competence or TEA Certification in Speech Pathology.

Responsibilities

Develop and maintain a current log of assessment duties.
Complete initial evaluations and progress reports.
Monitor student’s academic progress and communicate with parents.

Skills

Fluent in English and Spanish

Ability to communicate effectively

Strong organizational skills

Knowledge of child development

Education

Bachelor’s Degree in Speech Language Pathology

Valid Texas License for Speech Language Pathology

Tools

Google Suite

Microsoft Office

Job description

2026/2027 – Speech Language Pathologist – General Funding

Spring Independent School District SPECIAL EDUCATION SVCS – Houston, Texas. Open in Google Maps.

Job Details

Job ID: 5610193

Application Deadline: Posted until filled

Posted: Mar 26, 2026 5:00 AM (UTC)

Starting Date: Immediately

Days per Year: 192

Min Salary: $69,427

Mid Salary: $83,647

Job Title: Speech Language Pathologist

Reports To: Coordinator-Assessment

Wage: Exempt

Pay Grade: AI 3

Job Description

The Speech Language Pathologist (SLP), under the direction of the Special Education Assessment Coordinator, is responsible for culturally‑relevant, ethical evidence‑based evaluation and assessment practices that align with and support the district’s compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress. The SLP must possess a clear understanding of the relationship between the development, implementation, monitoring, and instructional impact of the Individualized Education Plan (IEP), the Full and Individualized Evaluation (FIE), supplementary aids and supports, and related services for students receiving special education. They must maintain current knowledge of federal and state assessment and evaluation practices surrounding special education eligibility.

All employees of Spring ISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, demonstrate the ability to inspire, grow, and motivate others, utilize feedback, drive for results, and champion the needs of our students, employees and district while driving continuous improvement.

Qualifications

Required

Bachelor’s Degree in Speech Language Pathology or Communication Disorders from an accredited college/university
Valid Texas License for Speech Language Pathology or an intern in Speech Language Pathology granted by the Texas Department of Licensing and Regulation
ASHA Certificate of Clinical Competence (if not TEA Certified SLP or Clinical Fellow/Intern in Speech Language Pathology) or Master’s Degree from an accredited college or university and a TEA Certification in Speech Pathology

Preferred

Master’s Degree in Speech Language Pathology from an accredited college or university
ASHA Certificate of Clinical Competence (CCC)
Previous experience and/or education in school‑based Speech‑Language pathology
Current evaluation knowledge of play‑based assessments
Knowledge of second language acquisition
Knowledge of FAPE and IDEA requirements for services in public education
Skills in consultation with teachers and parents
Ability to communicate effectively (spoken and written)
Fluent in English and Spanish
Experience in bilingual assessment

Special Knowledge / Skills

Intricate knowledge of child development and communication disabilities
Knowledge of various disorders, disabilities, and syndromes encountered in public school
Knowledge of TEA and district eligibility criteria for specialized services
Ability to work well under pressure
Ability to prioritize and organize tasks
Ability to work with diverse populations
Skilled and effective in consultation with teachers and parents
Commitment to continuing professional learning and responding to feedback
General knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum
Strong organizational, communication, and interpersonal skills
Use of technology – Google Suite, Documents, Forms, Microsoft Office and Estar/Frontline

Major Responsibilities

Develop and maintain a current log of assessment duties and progress
Follow district‑guidelines for informed consent practices, data‑based decision‑making with members from the ARD committee to determine evaluation need in a timely manner
Complete initial evaluations, report‑writing, and data entry processes by the state, federal, and district timeline
Complete reevaluation processes including a review of existing evaluation data within district timelines and by district standards
Participate in continuing education activities to maintain credentials and keep informed of best practices in the field
Maintain confidentiality of records and data
Establish eligibility and discuss programming options with ARD committee members for students with speech impairments
Ensure compliance with district expectations for evaluation processes
Serve as the Facilitator of the Admission, Review, and Dismissal Committee for speech‑impaired students and create all necessary paperwork within timeline
Monitor student’s academic progress in coordination with general education personnel during each grading period
Provide parents with written information regarding student progress on IEP goals and objectives at least once per grading period according to district and ARD guidelines
Communicate with district staff, colleagues, parents and community as needed
Collaborate with campus personnel to provide the most appropriate services for students with suspected or confirmed communication disabilities
Prepare, incorporate, and evaluate new material used in the therapy program
Maintain appropriate legal documents, lesson plans, logs, or data collection forms indicating objectives addressed, activities planned, results of sessions, student attendance, in regards to students’ specialized programming
Actively maintain timely, complete and accurate paperwork needed for compliance purposes in the state audit folder and campus student folder, as well as SHARS documentation
Participate in assessment/evaluation meetings, department meetings, and other meetings as identified by the Assessment Coordinator and/or Director of Special Programs – Assessment & Accountability and/or Executive Director of Special Populations
Actively seek, maintain and implement current professional development in ethics, cultural diversity and evaluation practices
Engage in data‑based decision‑making while utilizing assessment methods for identifying strengths and needs; developing effective interventions, services, and programs
Assist and support staff development for general and special education staff, administrators, parents, students and other related staff regarding related field areas, behavior, social‑emotional, autism
Engage in assigned audits, mandates and TEA required processes, as appropriate
Supervise assigned Speech Therapy Assistants as appropriate
Other duties as assigned

Working Conditions

The usual and customary methods of performing the job’s functions require physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching/repetitive hand motions, and the ability to work with frequent interruptions. The position may require lifting or positioning students with physical disabilities, supporting behavior through physical restraint, and assisting non‑ambulatory students. Exposure to biological hazards. Mental demands include maintaining emotional control under stress, solving problems, interpreting data, and effective oral and written communication. Travel within the district as required.

Position Type: Full-Time

Contact Information