GENERAL INFORMATION:
Title……………………………………………..Speech Language Pathologist
Licensure……………………………………….Professional Educator License (PEL)
Endorsement……………………………………Speech and Language Pathologist (Teaching or Non-Teaching)
Classification…………………………………...Certified Licensed – 11 month – 195 days
FLSA Status…………………………………….Exempt
Reports to……………………………………....Building Principal or Program Administrator
Salary Classification...………………………….NSSEA Salary Schedule - starting at Lane V Step 0
Reviewed/Revised.……………………………..3/2023
PURPOSE:
The Speech and Language Pathologist is directly responsible for providing diagnostic therapeutic services to students identified with speech/language impairments. The Speech and Language Pathologist must demonstrate knowledge of the nature of speech and language communication needs including the cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning), social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities), communication modalities the impact of hearing loss on the development of speech and language, second language acquisition and oral motor functioning and skills including feeding.
ESSENTIAL FUNCTIONS:
• Assess students’ communication skills (e.g. articulation, fluency, voice, expressive and receptive language, etc.) for the purpose of identifying communication disorders, determining program eligibility and developing recommendations for treatment.
• Collaborate with colleagues and parents to share information and expertise to plan and implement effective student programs including augmentative and alternative communication interventions/supports for the purpose of communicating information, resolving issues and providing services in compliance with established guidelines.
• Collaborate with staff and parents on issues related to oral motor skill development and daily functional needs including feeding for the purpose of providing information and implementation of student IEP goals.
• Collect, interpret, integrate, and synthesize evaluative information to make recommendations for speech/language interventions and services.
• Demonstrate knowledge of second language learning issues and how these factors impact second language acquisition; identify interventions appropriate to meet the needs of these students for the purpose providing appropriate speech and language services.
• Instructs 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.
• Interprets medical reports, within the scope of the Speech and Language Pathologist’s experience, and goals for the purpose of providing information and/or ensuring that treatment/intervention plans are appropriate.
• Maintains files and/or records (e.g. progress reports, activity logs, 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.
• Provide screening and diagnostic services for students referred through a systematic referral process for the purpose of identifying students needing speech and language services and minimizing the adverse impact of communication disorders.
• Participate in meetings, workshops, and seminars and provide in-service training and consultation to staff and parents for the purpose of collaboration and professional development.
• Participate in Individualized Education Plans for assigned students and develop, monitor, and report on goals; determine needs, design interventions utilizing research based best practices, collect, analyze and report on data.
• Provide speech and language services using a variety of models (e.g. integrated therapy, small group, 1:1 direct service, etc.) when appropriate for the purpose of minimizing the adverse impact of speech and language disorders on student success.
• Utilize and make recommendations for technology and assistive technologies for the purpose of facilitating student communication access.
OTHER FUNCTIONS:
• Use professional skills for the diagnosis, remediation and treatment of speech and language disorders of students in the program.
• Assume responsibility for continued professional growth.
• Assume other duties and special projects as assigned.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.
WORKING ENVIRONMENT:
• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are occasionally required.
• To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is seldom required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is seldom or not present.
MINIMUM QUALIFICATIONS:
• Valid Professional Educator License (PEL) endorsed for a Speech and Language Pathologist (Teaching or Non-Teaching)
• Ability to travel within NSSEO and member districts and move about NSSEO and district buildings as necessary.
• Ability to communicate effectively with professional staff and parents.
• Experience with students with special needs is preferred.
• Participate in twelve (12) hours of Nonviolent Crisis Intervention (NVCI) training and techniques.
SPECIFIC REQUIREMENTS:
Specific skills related to proficient use of technology systems, assistive technology devices and the ability to develop, implement, and monitor speech, language, communication programming and supports for individuals and groups. Ongoing need to attend training and update knowledge and implementation of augmentative communication devices and assistive technologies to meet the changing needs of the position.
Ability is required to independently problem-solve, schedule daily activities, model good communication and to communicate and work effectively with professional staff and parents. Ability to assess student’s performance in the area of visual, auditory, communicative, academic performance and behavior is required. SLPs will complete Assistive Technology evaluations within specified timeframes, working collaboratively with team members, parents, and administration, managing time and schedule efficiently, using specialized equipment effectively, maintaining confidentiality, meeting deadlines and schedules and making data-driven decisions for meaningful educational activities.