JOB TITLE: Speech-Language Pathologist (SLP)

REPORTS TO: Building Principal and Director of Special Services

JOB GOAL: The Speech-Language Pathologist (SLP) is part of a multi-disciplinary team with expertise in evaluating & treating students with speech/language delays. Responsibilities include, but are not limited to: assisting staff/parents in the referral process, assessment & diagnosis, individual program development for students, collaboration with educational staff and teams, provision of in-service education, maintenance of thorough ongoing records, and supervision of paraprofessionals. The SLP is directly responsible to the building principal and the Director of Special Education. Must have a Master’s Degree from an accredited college/university and a current Kansas license. CFY & mentoring support available.

QUALIFICATIONS:

Master's degree or equivalent from an educational institution with standards consistent with those of the state universities of Kansas or accredited by ASHA.
Must have-or be eligible for current license from the Kansas Department of Aging and Disability Services, Health Occupations Credentialing.
School-based speech language therapy experience and experience with assistive technology helpful.

PERFORMANCE RESPONSIBILITIES:

Provide appropriate speech-language services for students from Pre-kindergarten to high school.
Work effectively with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing.
Effectively address student’s personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals.
Offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school.
Contribute significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle with learning and literacy.
Ensure that all students receive quality, culturally competent services. Address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth.

Experience and Skills:

Prevention — Prevent academic failure through evidence-based practice (EBP) and MTSS (Multi-Tiered Systems of Supports) approaches.
Assessment — Conduct assessments in collaboration with others that help to identify students with communication disorders, inform instruction and intervention, and determine eligibility consistent with EBP.
Intervention — Provide speech, language, voice and fluency intervention that is appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process.
Program Design — Develop treatment plans, interventions and/or educational materials for the purpose of minimizing the adverse impact of communication disorders in compliance with state and federal regulations. Configure school-wide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and provide services to other students as appropriate.
Augmentative and Assisted Communication __ Instruct eligible students in the use of appropriate communication technologies (e.g. hearing aids, FM systems, augmentative communication devices, etc.) for the purpose of minimizing the adverse educational impact of communication disorders in accordance with established guidelines and legal requirements.
Data Collection and Analysis —Perform data-based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation.
Compliance – Meet federal and state mandates as well as local policies in the performance of duties. Activities may include Individualized Education Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development.
Documentation __ Maintain files and/or records (e.g. progress reports, activity logs, billing information, treatment plans, required documentation, quarterly reports, screening results, etc.) for the purpose of ensuring the availability of information as required for reference and/or compliance.
Collaboration —Work effectively and collegially in partnership with families, medical professionals and school personnel (i.e. reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, social workers, and school and district administrators) to meet students' needs.
Communication – Coordinate meetings and processes for eligible students (e.g. testing/screening, IEPs, parent conferences, pre-referral staffing, etc.) for the purpose of presenting evaluation results and developing treatment plans.
Training/Professional Development — Provide training to parents, educators and administrators with regard to communication development and disorders.

PHYSICAL/EMOTIONAL REQUIREMENTS:

While performing the duties of this job- the employee is regularly required to climb or balance; stoop- kneel- crouch- or crawl; and talk or hear. The employee frequently is required to stand- walk- sit- and reach with hands and arms. The employee is occasionally required to use hands to finger- handle- or feel objects- tools- or controls. The employee must occasionally lift and/or move up to 100 pounds.

EVALUATION: Performance of this position will be evaluated in accordance with provisions of the board policy

SIGNIFICANT ASSOCIATIONS:

The performance responsibilities are not limited to those outlined in this description and may include any other responsibilities as assigned by the administrator/supervisor

TERMS OF EMPLOYMENT: Nine months; salary and work year to be determined by the Board of Education.