Speech and Language Therapist

Speech and Language Therapist

Division: Pupil Services

Department/Program: Special Education

Reports to: Special Education Supervisors, and Building Principal

SUMMARY OF POSITION:

Speech/Language Therapists are itinerant professional specialists, who are responsible for providing a comprehensive speech and language program for individual students and/or groups of students within the location assigned by the program supervisor. Therapists work as members of a multidisciplinary team in the delivery of appropriate programs to students. Therapists provide diagnostic, therapeutic, and consultative services to students.

DIMENSIONS AND ORGANIZATIONAL RELATIONSHIPS OF THE POSITION:

Speech/Language Therapists are professional educators, who supervise students individually and in groups while delivering therapy. There are no other supervisory duties attached to this position.

ESSENTIAL JOB RESPONSIBILITIES:

1. Provide comprehensive, integrative speech/language assessment and therapy for students in need of these service.
2. Develop, implement, maintain, and document a program of therapy, which meets the needs of each student. Provide therapy in a consistent and productive manner that includes documentation of progress based on IEP goals
3. Adhere to school district, intermediate unit, state, and federal guidelines
4. Prepare and complete information relative to screenings, assessments, Evaluation Reports, IEPs, data collection and reports on progress, within the established timelines
5. Collaborate with classroom teachers, staff members, therapists, and families to offer information, support, instruction, suggestions, and provide modeling of strategies that promote the student's systematic progress toward skill development.
6. Be familiar with best practices
7. Participate in an ongoing program of staff development
8. Maintain and submit in a timely manner individual student tracking and billing information, through submission of Penn Data forms, Access, and attendance reports, as directed by the Director of Pupil Services.
9. Prepare and submit weekly and daily schedules, as directed
10. Maintain a student caseload that approaches the upper limits of Pennsylvania's Chapter 14 requirements for Speech/ Language therapists unless students' needs warrant a reduced schedule and the Director of Pupil Services approves the therapist's altered schedule.
11. Develops and implements intervention strategies and follows multi-tiered systems of support model employed by the District.
12. Completes medical assistance billing for eligible students.
13. Supports in the acquisition of student assistive technology including AAC through insurance funding sources, where applicable.
14. Documents speech and language therapy services and maintains records in accordance with school district policies, as well as state and federal laws and regulations.
15. Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships.
16. Consults with school staff, parents, administrators, physicians, community and other professionals in order to gather and communicate information to meet the speech and language therapy needs of students.
17. Serves as a resource to parents, school staff and administration on the disabling conditions and their effects on education.
18. Collaborates with community therapists and other healthcare providers for effective coordination of speech and language therapy services.
19. Experience supporting students across all 13 disability categories. Specific expertise in supporting student communication needs including use of AAC is preferred.
20. The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

QUALIFICATIONS:

Professional Certifications

1. PA Certification in Speech/Language
2. State Certification to practice as evidenced by current state licensure as a Speech and Language Therapist.
3. ASHA Certifications
4. Minimum requirement – Bachelor's degree in the area of Speech/Language, with enrollment in a Master's Level Speech/Language program and a concurrent mentoring program.
5. PA State Licensure and Master's preferred

Essential Job Skills

1. Ability to interpret, analyze, and problem solve
2. Able to converse and interact with students, staff, and families, maintaining a high level of professionalism
3. Able to read and understand documents relating federal, state, and local mandates as well as education and speech pathology
4. Familiarity with technology and augmentative alternative communication devices including personal computers
5. Skills and Abilities (examples following are based on compliance with ADA)

Language Skills

1. Ability to read, analyze, and interpret professional literature.
2. Ability to write reports and formal correspondence that conform to prescribed style and format.
3. Ability to effectively present information and respond to questions from groups of supervisors, administrators, staff, and the general public.
4. Ability to effectively develop and present student service plans based on assessment of needs.
5. Ability to respond to common inquiries or complaints from parents, agencies, or other members of the community.

Mathematical Skills

1. Ability to apply basic mathematical concepts in the performance of routine assignments.

Reasoning Ability

1. Ability to define problems, collect data, establish facts, and draw valid conclusions.
2. Ability to interpret technical instructions and regulations involving both abstract and concrete variables.
3. Ability to apply sound judgment to resolve conflicts and solve problems.

Other Skills and Abilities

1. Ability to apply knowledge of current research and theory in specific field.
2. Ability to establish and maintain effective working relationships with staff, administration, agencies, and the community.
3. Ability to communicate clearly and concisely.
4. Ability to meet demands from several people, and to multi-task.
5. Specific expertise in the SETT (student, environment, task, tool) and assistive technology for AAC (augmentative and alternative communication)

Physical Demands:

1. While performing the duties of this job, the employee is frequently required to stand, sit, stand and walk within the school building to access students and address any special circumstances the students' disabilities and IEPs dictate.
2. The employee is frequently required to talk and listen.
3. Travels to school district buildings and professional meetings as required. This also includes any early intervention or non public schools to support evaluations of students as assigned.
4. The position requires the employee to use hands to handle or feel, and to reach with hands and arms. The employee needs to be able to implement a multi sensory prompting hierarchy, which may include: moving a student's arm, hand, finger, head, etc. to access a device or convey meaning; physical manipulation of oral musculature as warranted to stimulate oral and facial movements; other prescribed methods as defined within the student's IEP
5. The employee must be able to implement a variety of therapeutic models, including but not limited to:
1. direct pull out sessions (individual and group)
2. small group instruction (pull out sessions and integrated sessions)
3. Fully integrated sessions through whole/part group instruction in the classroom or team teaching. This model presents as most effective with student population who have difficulty transferring skills from one setting to another. It simultaneously provides students with multiple opportunities to observe and practice and provides staff with models for prompting.
4. Occasional lifting to move/transport assessments, materials, and devices – no more than 15lbs.
6. The position requires meeting deadlines with severe time constraints, interacting with staff and the public, and irregular or extended work hours.
7. The position requires the employee to drive to schools and other locations to attend meetings and/or perform other duties as assigned

Work Environment

1. The noise level in the work environment is usually quiet to moderate but can vary according to the site location.

Location: Ringing Rocks Elementary

Compensation: Commensurate with PGEA Collective Bargaining Unit salary schedule.

Benefits: Eligible for healthcare benefits and the state retirement system (PSERS). Assignment: contract.

Must have current Act 34, 151 & 114 Clearances

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