Speech-Language Pathologist- PreK Case Management

The Oxford Hills School District is seeking excellent qualified candidates for the position of a Speech Language Pathologist to case manage PreK students. This position is responsible for the coordination of the referral process to eligibility for speech only services. IEP speech services may also be required depending upon need. Title Speech‑Language Pathologist Qualifications State of Maine Speech‑Language Pathologist license (or evidence of eligibility) At least three years of successful experience Reports to Building Principal, Director of Student Support Job Goal The Speech‑Language Pathologist works as a part of a team of colleagues to evaluate, consult and provide treatment services to school aged children. The pathologist, a member of the IEP team, performs assessments and provides services to eligible children ages 3‑22. The Speech‑Language Pathologist ensures that services meet the requirements of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 as set forth in the Maine Department of Education Regulations Chapter 101. Performance Responsibilities General Ensures the implementation of the District's mission and goals. Promotes a positive environment and interacts in a positive manner with colleagues, parents, students, and visitors. Recognizes urgency; can distinguish between the urgent and important vs. merely urgent, and acts accordingly. Evaluator Works with members of the IEP Team to order, complete, and deliver speech‑language therapy evaluations of students by: Conducting comprehensive speech‑language therapy evaluations that include but are not limited to the assessment of language, voice, fluency, articulation, and social communication. Collecting data by use of informal or non‑standardized evaluation techniques. Interpreting and utilizing assessment data for the purpose of writing reports and developing written intervention plans. Ensuring that a written evaluation that comports with Chapter 101 is completed in a timely manner. Ensuring that evaluation findings are reported to the IEP team. Attending IEP meetings, as requested. Contributing recommendations to the IEP team to consider when making decisions and/or developing plans. Assisting the IEP team with goal development based upon assessment results. Therapist Works with teachers and students, demonstrating an essential and equal partnership in the educational process. Case‑manages students with IEPs, as assigned. Collabora #J-18808-Ljbffr ServingSchools