Job ID:

5885136\n

Application Deadline:

Aug 16, 2026 11:59 PM (Pacific Standard Time)\n

Posted:

Yesterday\n

Starting Date:

Immediately\nJob Description\n2026-27 SCHOOL

YEAR POSITION

\nSpeech Language Pathologist (SLP), 1.0 FTE\n

SCHEDULE:

\n7 hours/day and start/end times vary by building (between 7:20 a.m.-4:00 p.m.); Monday-Friday; School Year + additional days (reference Appendix B-1)\n

LOCATION

\nStudent Support Services assigns School Building Location(s)

SUPERVISOR

\nDepartment Director(s); Building Principal(s)\n

POSITION TYPE

\nCertificated, Continuing•The district reserves the option to return to this pool for non-continuing, leave replacement positions. Candidates will be notified if they are being contacted regarding a non-continuing position.\n

COMPENSATION

\n$59,028-$115,278/year depending on prior school district experience; Up to ten years of private sector experience may be applied to salary placement with HR review/approval; Pay is annualized over 12 months (if hired after start of school year, spread over remaining months of fiscal year (Sept-Aug))\n

OTHER COMPENSATION

\nView positions listed in CEA Appendices for details around additional days, etc.\n•

Professional Development and Supply Allocation Funds:

\nThe District will provide annually $700 per FTE employee for reimbursement of 1) Classes, conferences and/or workshops; 2) Purchase of work related materials (no gift cards may be purchased with these funds for any reason); 3) Certification Support\n•

New Certified Staff Funds:

\nThe District will provide a one-time $400 per FTE reimbursement to new employees with one year or less previous teaching experience (includes substitute time) to support initial classroom setup and supply needs. Does not apply to partial year leave replacement contracts.\n

BENEFITS

\nPaid leave; If utilizing flexible hours/schedule, position hours must generate at least 630 work hours in the current school year for the following to apply: Medical, dental, vision, and basic life and AD&D insurance; retirement plan; deferred compensation (DRS and TSA)\n

QUALIFICATIONS

\nValid Washington State ESA Speech Language Pathologist Certificate; Valid Washington State Drivers License and personal transportation; WSP/FBI criminal history background clearance\n•Please note: Per the CEA bargaining agreement, this is a restricted position. Those wishing to transfer must currently hold the same position (i.e., Instructional Support TOSA to Instructional Support TOSA). Employees not currently holding the same position and seeking transfer into the restricted positions must apply and the top four candidates, as determined by the hiring team, will be guaranteed an interview with out-of-district candidates.\n

GENERAL INFORMATION

\nCheney Public Schools is a rapidly growing district serving approximately 5,300 students and encompasses the towns of Cheney and Airway Heights, an expansive rural area, and a developing industrial and residential area on the West Plains. The District covers 380 square miles.\nCheney Public Schools is committed to high expectations and continuous progress for students, staff, and administration. The District provides a rich learning environment for all students, and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states, \"Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education, careers, and civic engagement.\"\nCheney Public Schools utilizes the PLC process to drive student learning and success. Speech language pathologists in Cheney Public Schools work in highly collaborative teams and participate in shared assessments and continual improvement in support of student learning growth. Cheney Public Schools Strategic Plan drives the work of the district.

There are six priorities:

Student Safety, Student Well Being, Learning and Growth, Future Ready Outcomes, Exemplar School District, and Community and Facility Growth. The work of district speech language pathologists is integral to Learning and Growth, Future Ready Outcomes and Exemplar School District.\n

GENERAL DESCRIPTION

\nSpeech Language Pathologists provide appropriate speech-language services in Pre-K, elementary, middle, and high schools with no school level underserved. They work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing. Myriad etiologies may be involved. SLPs address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals.\nSLPs provide a distinct set of roles based on their focused expertise in language. They offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings. SLPs collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for students.\n

GENERAL RESPONSIBILITIES

\nSpeech Language Pathologists provide a comprehensive range of services as described in the current standards from the American Speech-Language-Hearing Association (ASHA). They help students meet district and state performance standards. SLPs function as part of the district's Student Support Services Team. This team collaboratively provides a multi-tiered system of supports through the implementation and monitoring of evidence-based behavioral and academic interventions for all students in need. The services provided reflect the specific needs of the students, families, and schools served and address the non-exhaustive list of duties, responsibilities, expectations, and essential functions indicated below.\n

ESSENTIAL FUNCTIONS

\nAn employee hired for this assignment may perform all or some of the responsibilities defined below:\nFollow federal and state laws/requirements, along with district policies, procedures, and processes regarding special education and tiered interventions framework\nConduct individualized assessments, analyze and interpret results, and write comprehensive evaluation/re-evaluation reports used for determining eligibility for special education services\nWork collaboratively within the team for the support of students at risk for failure in schools and those who are eligible for special education\nProvide individual/small group treatment in articulation, language, fluency, voice and hearing impaired and adjust services accordingly as needed\nProvide services to students eligible for special education services, across all categories including preschool and up to age 21\nAdminister standardized and supplemental assessments for the purpose of determining essential IEP goal statements and related service needs\nConduct assessments in collaboration with others and analyze assessment data for the purpose of determining eligibility, in compliance with state law, and designing intervention strategies to minimize adverse impacts on student success\nPlan and implement interventions for eligible students within the total educational setting, and work collaboratively with students and teachers, as appropriate, to facilitate the implementation\nCollaborate and consult with parents, teachers, administration, team members, and other professionals, for the purpose of communicating information, resolving issues, developing plans for service and providing services in conformance with established guidelines\nMaintain physical and electronic records, including progress reports, activity logs, billing information, treatment plans, required documentation, quarterly reports, and screening results; for the purpose of ensuring the availability of information as required for reference and compliance\nParticipate as a member of the evaluation team and individualized education program team for the purpose of presenting evaluation results, developing treatment plans, and/or providing training to parents/students/staff for the improvement of speech and language programs, services and instruction\nActively participate in department, IEP team, and, as requested, other meetings, and attend District trainings for the purpose of conveying and receiving information\nProvide direct and consultative therapy services to eligible children that is appropriate to the child's circumstances, including treatment plans, interventions, and educational material; for the purpose of minimizing the adverse impact of communication disorders consistent with evidence-based practices and in compliance with established guidelines\nResearch resources and methods, including community resources, communication disorders, interventions, treatment techniques, and assessment methods/tools for the purpose of determining the appropriate approach for addressing student needs\nRespond to inquiries from parents, teachers, staff, and students, for the purpose of providing information, recommendations, and referrals\nTransport supplies and equipment to a variety of sites to ensure the availability of supplies and resources for service delivery\nWork collaboratively with SSS team, school personnel, families, and community agencies in obtaining appropriate programming for communication disabled students through evaluations, consultations, therapy, and demonstration of teaching relating to individual students\nEnsure continuity and coordination of speech and language services in assigned school(s) by providing interoffice communication and relations with special education team members and other special education programs\nEmploy a continuum of service delivery models in the least restrictive environment for student with disabilities and provide services to other students as appropriate\nActively participate in district/building Professional Learning Communities (PLCs)\nOrganize and prioritize daily, weekly, and monthly schedules for timely work completion\nProvide specific recommendations in evaluation reports, based on student strengths and needs as determined by assessment, discussion, and observation\nCollaborate with others in developing social, academic, and/or functional interventions and supports for students\nEffectively communicate in writing and verbally with others\nMaintain highest degree of confidentiality, per FERPA guidelines\nParticipate in building-level intervention and special education meetings\nConsult with support agencies, and refer students/families as needed\nProvide professional development, as needed, on topics related to students with disabilities, intervention, behavioral needs, communication needs, augmentative/alternative communication, etc.\nGather and interpret data to determine program efficacy and recommend adjustments or changes to department administration, as requested\nOther duties and responsibilities as assigned\nEach position within the Student Support Services Department serves as one unit of the whole team.\n

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of:

Current standards of practice from the American Speech-Language-Hearing Association; OSPI rules and regulations regarding ESA speech language pathologist certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices.\nAbility to: Communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and families. Visual acuity and hearing are required for the delivery of assessment, intervention, and consultation services.\n

MENTAL DEMANDS

\nRequired to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally deal with distraught or difficult adults and children.\n

PHYSICAL DEMANDS

\nThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.\nWhile performing the duties of this job, the employee is regularly required to:\nSit, walk, and/or stand for extended periods of time\nAmount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% sitting, 30% walking, and 20% standing\nMay be exposed to visual display terminal for prolonged periods\nThe usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.\n

WORK ENVIRONMENT

\nThe work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.\nWhile performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate. May experience shifts in work schedule and/or work site according to student/district needs.\n

REQUIRED QUALIFICATIONS

\nValid Washington State ESA Speech Language Pathologist Certificate\nMust have and maintain a valid Washington State Driver License\nCertificate of Clinical Competency or ability to attain desirable\nWashington State Department of Health License and a National Provider Identification Number desirable\nPrevious experience with consultation activities/roles preferred\nExperience with sign language and augmentative communication systems/work with nonverbal students preferred\nPrevious experience as a speech language pathologist or in a closely-related field within public education preferred\n

CLEARANCES

\nWSP/FBI criminal history background clearance\n

EVALUATION

\nThe employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the department director, building principal, or designee. The process shall include an evaluation of the employee's performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.\n

CONTINUING EDUCATION/TRAINING

\nMust maintain valid Washington State ESA Speech Language Pathologist Certificate\nMust complete school safety training prior to deadline indicated within system and annually thereafter\nAttend designated trainings as specified by department director(s) and/or supervisor in order to maintain knowledge/skills\nSubmit current/renewed certificates/licenses to Human Resources upon attaining\nHISTORY\nJob description updated: March 2024\n

LOCATION:

\nStudent Support Services (SSS)\n

WORK SITE

\nBased on student need as determined by SSS administration\n

REPORTING

RELATIONSHIPS:

\nPosition is supervised and evaluated by the department director(s) with input from work site principal(s)\n

COMPENSATION

\nPlacement on the CEA Salary Schedule based on education and experience\n

REPRESENTATION

\nCheney Education Association (CEA) a local chapter of Washington Education Association\nCheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Brett Hale, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004

Phone:

(509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004

Phone:

(509) 559-4507.\n

EQUAL OPPORTUNITY EMPLOYER

Position Type:

Full-Time\n

Salary:

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