Speech and Language Pathologist

Speech And Language Pathologist

Lake Forest High School District 115 is seeking a Speech and Language Pathologist. The Speech Pathologist works to prevent, assess, interpret, diagnose, and treat speech, language, social communication, and cognitive-communication disorders in children and young adults. Essential functions include promoting the District's core beliefs around inclusive practices for students with disabilities, developing and implementing Individualized Education Plans (IEP) for identified students, serving as the IEP Facilitator for students identified with a Primary eligibility of a Speech Language Impairment, and serving as the case manager for assigned speech only students. The Speech Pathologist is also responsible for completing draft IEP paperwork and sharing it with administration and parents according to District, state, and federal requirements. They collaborate with students, parents, and faculty to prepare all components of legally defensible Individualized Education Plans (IEPs) for Speech only IEPs, interpret and utilize data from Star, SAT suite of assessments as well as other academic, functional, speech, and language assessments to develop measurable and attainable IEP goals, and facilitate and/or attend various meetings including IEP meetings, IEP amendment meetings, domain meetings, 8th grade articulation meetings, attendance meetings, Manifestation Determination Review meetings, and evaluation meetings. The Speech Pathologist develops a data collection system, monitors progress, and shares data with IEP Facilitators and other Related Services Staff for updating IEP goals. They engage students in developing Student Led IEPs by meeting with students prior to IEP meetings to gain student perspective and identify and practice their role in the meeting. The Speech Pathologist meets with speech only students to complete transition assessments, develop IEPs, and to review and monitor progress including grades, IEP goals, and attendance. They distribute key information with faculty regarding students needs including but not limited to the IEP at a Glance, Behavioral Intervention Plan, and any changes made throughout the course of the school year. The Speech Pathologist meets with students, as necessary, in order to monitor progress, problem solve, and to provide assistance. They serve as a member of multi-disciplinary teams in student assessment and IEP development, meet with students individually, in groups, and in the general education setting to remediate speech language deficits involving social communication/language pragmatics, phonology, morphology, semantics, syntax, and or perception; and establish these skills in daily communication. The Speech Pathologist completes quarterly IEP goal benchmarks for students who have speech and language IEP goals, supports families through parent education, provides direct and indirect service in the classroom, models various strategies and reinforces executive functioning and language strategies, maintains service delivery log for all services provided to students, communicates with parents regarding matters related to the speech and language performance, provides diagnostic interpretation of current audiometric screening, a review of student's academic and classroom functioning, an evaluation of functional communication skills and an assessment of the student's speech-language problem, develops reports that indicate diagnostic results, impressions, and recommendations in writing within the legal timeframe, provides an interpretation of the test results including evaluations from outside agencies, utilizes Assistive Technology in the provision of speech services, conducts AAC/AT assessments and trial appropriate AAC/AT systems as needed, provides training to faculty, students and parents on current evidence based practices including supporting communication needs through Assistive Technology, collaborates and shares key information with outside providers, demonstrates a commitment to professional growth through reflection, collaboration and professional development, safely transports students using a district vehicle to and from events, activities, and other programming related to course learning objectives as appropriate for servicing goals, assists with student toileting, self-care, hygiene, transferring as needed, and performs other job related duties as assigned by direct supervisor.

Qualifications include an Illinois Professional Educator License (PEL) with a Speech Language Pathologist endorsement, ability to initiate Non-Violent Crisis Intervention techniques, including physical restraints and time out with students, knowledge of IEP federal and state guidelines and best practices, effective communication, collaboration and interpersonal skills for problem-solving, promoting initiatives and conveying expectations with students, parents, faculty, staff and administration, experience in analyzing data to plan for intervention and instructional methods, demonstrates ability to function as a positive collaborative member of a team to facilitate problem solving, demonstrates interest and engagement in ongoing professional learning and reflection, demonstrates the ability to communicate in a professional manner both orally and in writing, demonstrates strength in planning, organization, communication in scheduling and efficiently meeting deadlines, demonstrates a commitment to excellence, high expectations and to the academic and personal well-being of all students, proficient use of technology including Google Apps for Education and school-based processing and management systems, maintains confidentiality, and adhere to Board of Education policies and procedures.

Salary and benefits are per the 2023-2028 D115 LFEA CBA. Paid sick and personal days are provided, TRS contribution, and professional development tuition reimbursement. Physical demands and work environment include sitting, standing, walking, talking, hearing, driving, reaching, climbing, balancing, stooping, kneeling, crouching, driving, crawling, pushing, pulling, lifting, transferring, and/or moving students of various weights following LFHS guidelines. Specific vision abilities required for this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus. The employee is regularly subject to inside environmental conditions and is subject to noises associated with both office and educational environments.