Pediatric Speech Language Pathologist -Preschool Intervention Team (PIT)

Job Details: Job Location: Higgins - San Antonio, TX, Position Type: Full Time, Education Level: Master's, Salary Range: $65080.77 - $104129.24Salary, Travel Percentage: 0%, Job Shift: Typically, M-F 8am to 5pm, Job Category: Health Care, Preschool Intervention Team (PIT) Pediatric Speech Language Pathologist Position Code: SLPPT Exempt Status/Pay Type: Exempt Reports to: Preschool Intervention Team Manager DOL Status: Full Time Department: PIT Work Schedule: Typically, M-F 8am to 5pm Location: Higgins WC Code: 8868 Travel: 1%-10% EEO-1 Category: Professionals GENERAL DESCRIPTION OF POSITION This position provides services within the Early Childhood Intervention (ECI) program in accordance with HHSC guidelines and IDEA Part C requirements to infants, toddlers, preschool-aged children, and their caregivers to support the development and mastery of functional skills and reduce the impact of developmental delays or disabilities. Services are delivered in accordance with the Individuals with Disabilities Education Act (IDEA) and regulated by the Health and Human Services Commission (HHSC). This position serves as part of an interdisciplinary team to evaluate, assess, support eligibility determination, and develop and implement individualized treatment plans. The therapist is responsible for documenting progress, ensuring compliance with program requirements, and collaborating with families, educators, physicians, and other healthcare providers to support coordinated, high-quality care across settings. The therapist applies both a coaching and clinical approach, supporting caregivers and teachers in embedding evidence-based strategies into daily routines while also delivering skilled therapeutic interventions as appropriate. This role includes participation in initial evaluations and ongoing assessment of child progress. Services are delivered across natural environments, including homes, childcare centers, and classroom settings, with a strong emphasis on classroom-based support, observation, and collaboration with teaching staff. This role requires flexibility in scheduling and service delivery across locations. ESSENTIAL FUNCTIONS This position requires face to face interactions with staff, board, vendors, and the general public on a daily basis to accomplish all essential functions of the position. Direct Service and Intervention Provide direct therapy services within the ECI program to children with disabilities or developmental delays in accordance with the Individualized Family Service Plan (IFSP) and/or Plan of Care (POC), ensuring services begin within required timelines (e. g., 28 days of enrollment for ECI). Deliver ECI services using the coaching model, including providing parents and/or caregivers with strategies to support the child’s participation in daily routines and natural environments, to support IFSP outcomes and Plan of Care goals in accordance with ECI requirements. Ensure all authorized therapy visits/units are completed within required timeframes, including proactive scheduling and completion of make-up sessions as needed. Provide caregiver education, training, and home program strategies to promote carryover, safety, and functional skill development across environments. Collaborate with families, educators, and interdisciplinary team members to support consistent intervention strategies and inclusive practices across home, community, and/or preschool settings. Provide coaching, modeling, and guidance on adaptive strategies and materials to enhance participation and independence. Support family engagement and strengthen caregiver-child interactions to promote learning throughout daily activities. Service delivery will take place within designated service areas; travel across teams or zip codes may be required based on program needs. EVALUATIONS, ELIGIBILITY, IFSP, AND PLAN OF CARE

• Conduct evaluations and/or participate in interdisciplinary assessments to determine eligibility for services using standardized tools (e. g., DAYC-2) and clinical judgment, in accordance with HHSC/ECI rules, regulations, and program standards Accurately score assessment tools, interpret results, and determine eligibility in compliance with HHSC/ECI rules, Medicaid, and program policies. Clearly and appropriately share evaluation results with parents/caregivers. Develop individualized Plans of Care (POC) and/or contribute to the development of the IFSP, ensuring goals are functional, measurable, and support the child’s participation in daily routines. Ensure treatment plans include appropriate interventions, short- and long-term goals, and measurable outcomes. Submit all evaluation documentation, including required tools and eligibility components, within established timelines. DOCUMENTATION AND COMPLIANCE Maintain accurate, timely, and complete documentation of all services, including collaborative documentation when applicable.
• Ensure all documentation meets agency standards as well as HHSC/ECI, Medicaid, and private insurance requirements, and maintain compliance with all state and federal ECI timelines, including but not limited to the 28-day timeline for initiation of services.
• Complete all required documentation within established timelines and ensure records are finalized (not left in modifiable status). TEACHER ENGAGEMENT AND COLLABORATION
• Collaborates with PIT EISs and teaching staff to support inclusive, individualized classroom environments aligned with licensing, Texas Rising Star (TRS), and National Association for the Education of Young Children (NAEYC) standards, while supporting ECI service delivery and the alignment of IFSP outcomes and Plan of Care goals within classroom settings.
• Conducts classroom observations to identify needs, inform coaching cycles, and provide differentiated support to teachers.
• Provides ongoing coaching to teachers using the ECI coaching model to embed evidence-based strategies into daily routines and classroom activities, while supporting ECI service delivery and the alignment of IFSP outcomes and Plan of Care goals within classroom settings.
• Maintains documentation related to classroom support, including tracking strategies, progress, and identified needs to support transitions, assessments, and care coordination. PROFESSIONAL DEVELOPMENT AND TRAINING
• Partners with program leadership to design and support professional development aligned with inclusive practices and program goals.
• Develops and maintains training resources to support ongoing teacher development.
• Facilitates and presents training during Inclusion Conferences and other internal or community-based learning opportunities. OTHER FUNCTIONS Attends and actively participates in team, discipline, agency, lunch and learns, and staffing meetings to support child outcomes, service coordination, and compliance with program requirements.
• Participates in inclusion conferences, staffing's, and collaborative meetings with educators and program staff to support inclusive practices and alignment of intervention strategies.
• Maintains required professional licensure and completes all continuing education requirements in accordance with discipline-specific and state licensing standards.
• Supports program operations and service delivery, including participation in initial enrollments, obtaining TRFs, coordination activities, and other duties that promote quality services for children and families.
• Supports ECI program operations, including enrollment, service coordination, and compliance with HHSC requirements.

QUALIFICATIONS Degree in Speech-Language Pathology with current and active Texas licensure in the respective field. Demonstrated ability to provide skilled therapeutic services to young children ages 0–5, including those with disabilities, is required.

Knowledge of early childhood development and the ability to apply evidence-based intervention strategies across home and classroom settings is essential. The therapist must be able to collaborate effectively with families, educators, physicians, and interdisciplinary team members.

Strong communication, organization, and time management skills are required, along with the ability to complete documentation and utilize electronic records systems in compliance with program requirements.

Preferred: Experience in Early Childhood Intervention (ECI), preschool or classroom-based settings, or a family-centered service organization is preferred. Experience supporting inclusive classroom environments and collaborating with teaching staff is strongly desired. Bilingual in English and Spanish. NECESSARY SKILLSQualifications: