Speech Language Pathologist

Speech Language PathologistAt Licking Heights Local Schools, our commitment to student success drives everything we do. We believe in providing equitable, personalized learning experiences focused on building character skills and achieving academic excellence. Our comprehensive framework, addressing milestones from kindergarten readiness to college and career competencies, ensures that every student thrives academically, socially, and emotionally. We are dedicated to creating a positive school culture where students can explore their talents through extracurricular activities, fostering well-rounded and socially responsible citizens.To be successful at Licking Heights Local Schools, staff members must embody a range of skills, including: passion for education and student well-being; effective mentoring and guidance for students; strong communication and collaboration skills; continuous learning and professional development; forward-thinking planning and strategic decision-making; openness to two-way communication and community engagement.We are dedicated to supporting our staff through comprehensive induction, providing ongoing professional development aligned with our district's vision, and creating a safe and empowering school environment where every individual can flourish. Join us in our mission to provide an exceptional education experience that prepares students for success in school, career, and life.Job Goal: Provides speech services aligned with students' individual goals on the Individualized Education Program (IEP), Response to Intervention Goals or Section 504 plan to help them make progress in their educational program, and acts as a consultant to parents, staff, and administrators regarding receptive and expressive language.Qualifications:Valid Ohio teaching certificate or license issued by the Ohio Department of EducationASHA Certificate of Clinical Competence preferredMaster's Degree requiredActs according to the Licensure Code of Professional Conduct for Ohio Educators.Embraces high-performance standards (e.g., engagement, proficiency, resilience, etc.)Maintains a record free of criminal violations that prohibit public school employment.Performance Responsibilities:Effectively manages the speech-language caseload (i.e., therapy schedules, parent/team meetings progress reports, etc.)Prepares and transmits legally compliant special education documents by required deadlines.Provides individual and group language and communication therapy.Documents therapy progress. Monitors intervention efficacy. Implements modifications as needed.Helps students acquire appropriate functional skills (e.g., communication, self-regulation, socialization, etc.)Interprets data, observations, and norm/criterion-referenced test results to qualify students for speech-language services relevant to their needs.Maintains effective document and records management systems. Prepares timely files. Monitors reporting deadlines.Complies with district records retention and disposal policies.Makes teachers aware of the unique speech-language needs of students.Helps staff incorporate therapy goals into classroom activities.Provides information as a team member during Evaluation Team Report Meetings, Individualized Education Program (IEP) team meetings and other related team discussions.Performs screening activities (e.g., designated grades, Child Find, new students, etc.)Performs follow-up activities with students who have not passed screening procedures.Prepares and transmits legally compliant special education documents by required deadlines.Processes paperwork for services covered under the Medicaid School Program (MSP) including the documentation of all services provided to students.Serves as a case manager for identified speech-primary students. Prepares reports and related documents (e.g., prior written notice, district forms, EMIS coding sheet, etc.) Synthesizes input from all sources. Communicates evaluation results clearly and effectively both orally and in writing.Uses a variety of evidence-based treatment techniques to address speech-language disorders (e.g., expressive/receptive language, voice, articulation, fluency, interactive communication, auditory and/or visual processing, pragmatics, etc.)Uses comprehensive assessments to obtain objective student data. Plans services relevant to needs. Supports student access to inclusive educational opportunities.Uses plain language to explain to families and staff the objectives of Individualized Educational Plans (IEP) and Specially Designed Instruction (SDI).Uses positive behavioral interventions and supports to maintain discipline.Develops mutually respectful relationships with co-workers. Functions as part of a cohesive team.Helps ensure the accuracy and privacy of confidential information.Maintains a professional appearance. Wears work attire appropriate for the position.Sustains an acceptable attendance record. Consistently complies with established work schedules.Fosters goodwill and encourages relationships that enhance public support for the district.Refers administrative procedure and district policy questions to an appropriate administrator.Supports equality, diversity, and inclusion. Uses tact and diplomacy to resolve differences fairly.Keeps current with standards and practices associated with work duties.Updates skills as needed to use task-appropriate technology effectively.Complies with health and safety protocols to mitigate workplace risks.Protects district property. Take precautions to prevent the loss of equipment and supplies.Take action to address harassment or aggressive behavior. Complies with all legal statutes when dealing with discrimination, inappropriate behavior, or suspected child abuse/neglect.Helps implement district strategies to advance organizational goals.Work Environment Characteristics:Frequent work that may extend beyond the normal workdayWork is in tandem with the Directors to support programming for students with disabilities.Occasional exposure to blood, bodily fluids and tissueOccasional operation of a vehicle under inclement weather conditionsOccasional interaction among unruly children/adultsMany situations that require hand motion, e.g., computer keyboard, typing and writingConsistent requirements to sit, stand, walk, hear, see, read and speak, reach, stretch with hands and arms, crouch, kneel and climb and stoopEvaluation: The performance of these responsibilities will be evaluated annually by the Director of Special Education.Created: October 15, 2024