Speech Language Pathologist - Mid Rio Grande Valley GP (26-27)

We need to output HTML fragment with sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. We need to parse the description. First, "Role Mission" is about the role. Could be "About the role". We'll put that as

About the role

with paragraph(s) summarizing mission. Then "Essential Duties What You’ll Do – Accountabilities" is responsibilities. We'll list bullet points. Then "What You Bring – Competencies Knowledge And Skills" includes knowledge and skills; we can split into Requirements (experience, license, certification) and Qualifications (education, license, certification) and Skills (abilities). However we need to decide. We have "Required Experience" bullet list: Master's degree, Texas license, ASHA CCC, CFY Interns accepted. Physical Requirements also part of requirements? Could be under Requirements. We also have "What We Offer Compensation & Benefits:" includes salary range and benefits. We have no explicit schedule info (full-time on-site). That could be schedule: full-time on-site. The posting says "Location: This is a full-time on-site position located in the Mid RGV." So schedule: full-time on-site. We can include Schedule section. Pay: we have salary range. Benefits: we have list. We need to avoid boilerplate: remove EEO, application process, etc. We must not repeat job title as heading. We must not include Job ID etc. We must not include duplicated lines. We must not include cookie/navigation/legal/EEO etc. We need to preserve all substantive information. Let's extract content. About the role: The mission paragraph: "The Speech Language Pathologist (SLP) is a key member of the Special Programs team and partners with regional instructional leaders, campus leaders, and teachers to maximize student outcomes. As the SLP, you will be responsible for setting ambitious goals for IDEA student achievement and investing students and families in accomplishing them. You will create a powerful learning environment and plan and deliver purposeful therapy in order to close gaps in communication and academic skills. You will assess for the presence of communication disorders, track student progress towards team goals, and analyze data to intervene and adjust therapy, seeking excellence as an educator and IDEA team member. The SLP reports directly to the regional Lead SLP. This role involves some minor travel between assigned campuses. Location: This is a full-time on-site position located in the Mid RGV. Preference will be given to candidates who live in the region, or who are willing to relocate." We can keep that as paragraph(s). Possibly split into two paragraphs. Responsibilities: list of duties from "Essential Duties What You’ll Do – Accountabilities". Let's extract each bullet-like sentence. - Review IEPs and ensure 100% implementation of extensive knowledge and provide top quality speech therapy services. - Create IEPs aligned to instruction with the collaboration of parents, general educators, special educators, and interventionists. - Monitor students’ therapy and academic progress throughout the year in order to update goals and request additional testing when deemed necessary. - Ensure 100% compliance with ARDs by reviewing Special Education Student Rosters for Annual ARDs and Re-Evaluations due dates on a weekly basis. - Schedule Annual ARDs and Re-Evaluation ARDs prior to due date to ensure 100% compliance. - Facilitate ARDs and prepare ARD documents in accordance with students’ progress, archive ARD documents, and submit signature pages within specified timely to Manager. - For dual ARDs, schedule Annual ARDs and Re-Evaluation ARDs prior to due date with Diagnostician, Licensed Specialist School Psychology, and/or Occupational Therapist to ensure 100% compliance. - For dual ARDs, participate in ARDs and update IEPs, Present Levels of Academic Achievement and Functional Performance, and schedule of service in accordance with students’ progress. - Ensure 100% compliance by completing Speech and Language Initials and Re-Evaluations prior to due date as per Texas Education Agency (TEA) timeframe. - Demonstrate extensive knowledge in the appropriate selection of assessment tools, conducting assessments, interpreting, and identifying students with communication disorders and determine eligibility for services according to IDEA Public Schools Policies and Procedures, TEA Guidelines, and Licensing Boards. - For qualifying students, develop appropriate speech IEPs aligned to instruction and schedule of service in accordance to the students’ academic needs. - Maintain Therapy Notes, Tracking Logs, ARD Logs, and Evaluation Logs on a daily basis and review with the Manager on a weekly basis. - Submit Therapy Logs on a Quarterly Basis to their Manager. - Maintain SHARS (Medicaid) records and submit SHARS billing on a monthly basis. - Ensure and monitor students’ progress in order to complete progress reports on a quarterly basis. - Participate in Annual Performance with their Manager and submit required documentation. - Communicate a shared vision and shared responsibility to establish and promote efficient implementation of RTI at the school-level throughout the various TIERs. - Support the RTI Team in providing recommendations for the implementation of speech interventions with high levels of fidelity. - Conduct formal assessments, planning, and scheduling of ARDs alongside the Diagnostician, Licensed Specialist in School Psychology, and/or Occupational Therapist in order to report evaluation results within TEA timeframe to the ARD Committee. We need to ensure we don't duplicate similar lines. Some lines are similar: "Schedule Annual ARDs and Re-Evaluation ARDs prior to due date to ensure 100% compliance." appears twice (once general, once for dual ARDs with specialists). We'll keep both as separate bullet points because they have nuance. Now Requirements/Qualifications/Skills. We have "What You Bring – Competencies Knowledge And Skills" includes: - Ability to use the accepted tests and measurements to assess communication disorders. - Knowledge of evaluation, habilitation, and rehabilitation of communication disorders. - Ability to manage student behaviors and provide recommendations to general educators, special educators, interventionists, and parents. - Excellent presentation, organizational, communication, and interpersonal skills. Then "Required Experience": - Master’s degree in Communication Disorders from an accredited college or university - Valid Texas license as a Speech Language Pathologist granted by the Texas Department of Licensing and Regulation - National Certification of Clinical Competence granted by the American Speech Language Hearing Association (ASHA) - CFY Interns accepted Physical Requirements: - Must be able to sit for extended periods of time without being able to leave the work area. - Must be able to climb ladders or scaffolding, or climb and work in overhead areas - Must be able to work in a confined space or to crawl or move about on hands and knees. - Must be able to lift and carry or otherwise move 20pounds (regularly/occasionally) - Physical ability to work around small children including sitting, standing, running and climbing stairs. - Must be able to lift and carry small children up to 40 pounds in case of emergency. - Must be able to work in indoor and outdoor environments, including in times of excessive heat or cold We need to decide which go under Requirements, Qualifications, Skills. Typically: Requirements = mandatory credentials (education, license, certification). Qualifications could be similar but maybe we can treat "Required Experience" as Requirements. Skills = abilities (knowledge, skills). Physical requirements could be under Requirements or maybe a separate section but we don't have a heading for Physical Requirements; we could include under Requirements as part of required qualifications. We need to avoid thin sections. Let's create: - Requirements: Education, license, certification, physical requirements. - Qualifications: maybe we could combine with Requirements; but we need to have at least one section for Qualifications if we have content. Could treat "Required Experience" as Qualifications. But we already used that for Requirements. Let's think. We have "Required Experience" which is basically qualifications. So we could put that under Qualifications. Then Requirements could be something else? The posting doesn't have separate "Requirements" besides those. But we can still create a Requirements section for mandatory items (education, license, certification, physical). Qualifications could be for knowledge and skills? However the instruction says use headings for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can have all of them if we have content. We need to avoid filler like "commensurate with experience" etc. We have salary range; that's specific. We have benefits list. We have schedule: full-time on-site. Thus we will have sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Now assign content: About the role: paragraph(s) from Role Mission. Responsibilities: bullet list from Essential Duties. Requirements: Education, license, certification, physical requirements. Possibly also "Preference will be given to candidates who live in the region, or who are willing to relocate." That could be under Requirements as a preference. Qualifications: maybe "Required Experience" (Master's degree, Texas license, ASHA CCC, CFY Interns accepted) but that's overlapping with Requirements. To avoid duplication, we need to split: Requirements could be physical requirements and location preference; Qualifications could be education, license, certification. Or vice versa. Let's decide: - Requirements: Physical requirements and location preference (willing to relocate/live in region). Also maybe "Must be able to sit for extended periods..." etc. - Qualifications: Education (Master's degree), Texas license, ASHA CCC, CFY Interns accepted. - Skills: Knowledge and skills list: ability to use tests, knowledge of evaluation/habilitation/rehabilitation, ability to manage student behaviors, excellent presentation/organizational/communication/interpersonal skills. Check for duplication: we must not repeat same content across sections. So we need to allocate each piece uniquely. Let's list all distinct pieces: From Role Mission (About the role): - SLP is key member of Special Programs team, partners with regional instructional leaders, campus leaders, teachers to maximize student outcomes. - Responsible for setting ambitious goals for IDEA student achievement and investing students and families. - Create powerful learning environment and plan/deliver purposeful therapy to close gaps in communication and academic skills. - Assess for presence of communication disorders, track student progress towards team goals, analyze data to intervene and adjust therapy, seeking excellence as educator and IDEA team member. - Reports directly to regional Lead SLP. - Involves some minor travel between assigned campuses. - Location: full-time on-site position located in the Mid RGV. - Preference will be given to candidates who live in the region, or who are willing to relocate. From Essential Duties (Responsibilities): list above. From Required Experience (Qualifications?): - Master’s degree in Communication Disorders from an accredited college or university - Valid Texas license as a Speech Language Pathologist granted by the Texas Department of Licensing and Regulation - National Certification of Clinical Competence granted by the American Speech Language Hearing Association (ASHA) - CFY Interns accepted From Physical Requirements (Requirements?): - Must be able to sit for extended periods of time without being able to leave the work area. - Must be able to climb ladders or scaffolding, or climb and work in overhead areas - Must be able to work in a confined space or to crawl or move about on hands and knees. - Must be able to lift and carry or otherwise move 20pounds (regularly/occasionally) - Physical ability to work around small children including sitting, standing, running and climbing stairs. - Must be able to lift and carry small children up to 40 pounds in case of emergency. - Must be able to work in indoor and outdoor environments, including in times of excessive heat or cold From Knowledge And Skills (Skills): - Ability to use the accepted tests and measurements to assess communication disorders. - Knowledge of evaluation, habilitation, and rehabilitation of communication disorders. - Ability to manage student behaviors and provide recommendations to general educators, special educators, interventionists, and parents. - Excellent presentation, organizational, communication, and interpersonal skills. From Compensation & Benefits (