School Speech-Language Pathologist - IEP & MTSS Leader

Title : Speech Language Pathologist Reports to : Program Administrator Job Goal: The SLP will provide speech/language services to students in a variety of programs at SASED with developmental and/or physical disabilities in classroom settings. The SLP, as part of the educational team will help design communication systems for all students so they are able to communicate their needs, desires and thoughts to others, in the real world. The SLP will work collaboratively with the classroom team to support the educational needs (IEP goals) of the student across the curriculum. Qualifications: Master's Degree in Speech-Language Pathology/Communication Disorders Illinois Professional Educator License endorsed for speech-language pathology (teaching or non-teaching) ASHA Certification CCC-SLP (or working toward CCC-SLP through CF Process) License or Temporary License as a Speech Language Pathologist from the Illinois Department of Financial and Professional Regulation A valid Illinois driver’s license and access to a reliable, insured vehicle in order to drive between service provision locations Excellent interpersonal and communication skills Duties and Responsibilities: * Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time. A. Planning and Preparation 1. Organizes a program that addresses local school speech-language goals. 2. Works cooperatively with school personnel to establish and accomplish the goals and objectives of the local education agency. 3. Coordinates speech-language services with student services provided by other school personnel. 4. Maintains records of the speech-language program and prepares periodic reports as required. 5. Maintains current files and data for program planning and decision making for students. 6. Completes procedural documentation appropriately. 7. Develops appropriate IEPs based on students’ strengths and needs. 8. Selects and implements evidence-based practices which support the goals and objectives of the speech and language program. B. Classroom Environment 1. Establishes and maintains orderly classroom behavior on an individual or group basis. 2. Arranges therapy environment to create optimum learning conditions. 3. Manages the facilities, materials and equipment, including assistive technology, necessary to the delivery of services. 4. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. C. Instruction 1. Assesses students’ communication skills for the purpose of identifying communication disorders, determining program eligibility, and developing recommendations for treatment. 2. Conducts speech and language screenings and/or classroom observations according to best practice to determine the need of interventions and/or speech/language evaluation. 3. Provides speech and language therapy to students for the purpose of minimizing adverse effects of speech and language disorders on student success. 4. Provides research based interventions as appropriate as a component of the MTSS process. 5. Implements the service delivery model most appropriate to the students’ degree of severity. 6. Provides activities commensurate with students’ interests and aptitudes. 7. Modifies therapeutic instructional approaches and other functions from data gathered during therapy. D. Professional Responsibilities 1. Provides consultation to parents, teachers and other appropriate school personnel. 2. Seeks the assistance of teachers, parents and others to meet the communication needs of students. 3. Consults/communicates with non-school agencies to enhance services. 4. Manages time efficiently. 5. Meets accepted standards of professional behavior. 6. Engages in continuing education and professional growth activities related to speech-language-hearing and education (i.e. participates in professional meetings/conferences, reviews current speech, language, and hearing literature, and applies knowledge gained from continuing education, etc.) 7. The therapist exhibits professionalism and commitment through punctuality and attendance. 8. Performs other duties as assigned by the administration. 9. Demonstrate the ability to perform physical tasks associated with the job. 10. Demonstrate the ability to perform activities that utilize the necessary technology tools available including web-based data system Terms of Employment: 184-day work year at compensation set by the SASED Board of Directors. Physical Demands and Work Environment: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment ranges from quiet/moderate to loud. The employee is frequently required to interact with other staff and visitors. The employee is directly responsible for the safety and well-being of students. The statements in the job description are intended to describe the general nature and level of the work to be performed by (an) individual(s) assigned to this position. They are not an exhaustive list of all duties and responsibilities related to the position. This job description will be reviewed periodically as duties and responsibilities change with business necessity and School Board Policy and procedures. Essential and marginal job functions are subject to modification. #J-18808-Ljbffr