Speech Language Pathologist/SLP

Speech Language Pathologist (SLP)

Reports To: Coordinator, High Incidence Days Worked: 235 Days (12 months)

Job Qualifications:

Education: Master's degree from an accredited college or university in speech language pathology required.

Certification or Licensure: S-5 Teaching Certificate in Speech Language required.

Skills: Knowledge of the instructional curriculum and special education programs. Thorough knowledge of Individual Education Programs (IEP), learning theory, differentiated instruction, and data collection. Best instructional practices, research-based reading instruction, multicultural education, assessments, Individuals with Disabilities IDEIA Act (IDEA 2004), No Child Left Behind Act of 2001 (NCLB 2001), and state and federal policies and procedures related to special education. Ability to work well with students with disabilities, teachers, and parents of students with disabilities. Excellent interpersonal skills. Excellent technological skills in Microsoft Office applications including Word, Excel, PowerPoint, and other instructional software. Excellent oral and written communication skills.

Work Experience: Professional working experience in speech language pathology preferred. Experience in a K-12 environment preferred. Demonstrated experience in organization and problem-solving.

Primary Duty: This position is responsible for providing therapeutic intervention to remediate speech language disorders in preschool and school-aged students to allow full access to the regular education curriculum.

Essential Duties and Responsibilities:

1. Appropriately adapt instruction, programs, and materials.

2. Screen, evaluate, and provide speech language therapy for students identified with speech language impairments.

3. Collect instructional data for the decision-making process.

4. Identify students with educationally significant speech and language disorders.

5. Receive referrals and complete comprehensive evaluations of all referred students.

6. Provide interventions and guidance to general education teachers, special education teachers, and parents through the Response to Intervention (RTI) process.

7. Administer screenings in the area of speech-language.

8. Evaluate and diagnose specific speech or language deficits in referred students.

9. Prepare and submit accurate and appropriate evaluations, screenings, and reports within designated timelines.

10. Design appropriate goals and objectives for educationally based speech-language therapy sessions in deficit areas for speech-impaired students.

11. Provide quality education-based therapeutic intervention based on goals related to deficit areas.

12. Monitor and report student progress to students, teachers, parents, and members of RTI or IEP teams.

13. Collaborate with regular classroom teachers, special education teachers, related service providers, and parents in developing a variety of strategies to meet the educational needs of special education students.

14. Maintain a positive, professional manner with students, parents, and colleagues.

15. Maintain confidentiality standards as defined by federal, state, and local rules and regulations.

16. Complete the necessary paperwork for Medicaid billing on time.

17. Complete additional paperwork associated with private/homeschooled and preschool students.

18. Provide services for eligible private school, home-schooled, and preschool students.

19. Participate in professional development activities and workshops, seminars, and conferences in order to maintain expertise in the speech-language pathology field.

20. Foster a school climate that supports both student and staff success and promotes respect and appreciation for all students, teachers, staff, and families.

21. The employee shall carry out such other and further duties, whether specifically listed above or not, as are assigned, or required by such employee's supervisor, other appropriate school personnel, law, board policy, administrative regulation, department handbook, as are reasonably necessary to the efficient operation of the school system and its mission.

Work Environment / Physical Demands:

The work environment characteristics are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment is usually moderate.

The employee must occasionally lift and/or move up to 25 pounds. While performing the duties of this job, the employee is regularly required to talk and hear. The employee is frequently required to walk, stand, and sit.

Richmond County School System