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Speech/Language Pathologist
Beach Park, IL
Job Description
Student Services/Speech and Language Pathologist
6/22/2022
Various Buildings
A. Educational Background: A minimum of a Masters Degree in Speech/Language Pathology
B. Certification:
B. Certification:
1. Valid Illinois Certification (Type 10, or Type 09/03 or Type 73, if available) as a Speech/ Language Pathologist
2. May hold a Speech/Language Pathology licensure in accordance with Illinois PA 85-139
3. May hold a certificate of clinical competence from the American Speech, Language and Hearing Association.
2. May hold a Speech/Language Pathology licensure in accordance with Illinois PA 85-139
3. May hold a certificate of clinical competence from the American Speech, Language and Hearing Association.
II. Direct Supervisor: Director of Student Services, and on a daily basis the Building Principal
III. Overview:
A. The Speech/Language Pathologist is employed over a school-year day calendar.
B. The Speech/Language Pathologist serves as a member of the multi-disciplinary team, provides consultation, evaluation, and direct service to students eligible for speech/language services.
IV. Areas of Responsibility:
A. Seek clarification from the Director of Student Services as needed to follow District/SLP procedures and policies
B. Utilize appropriate diagnostic procedures to complete a formal evaluation
C. Establish type and severity of disorders in all areas of communication and the severity rating score
D. Develop an Individualized Education Program (IEP) stating the annual and short-term goals for each child's current level of functioning, and objectives to meet each child's needs. Update child's progress on the IEP at least twice per year.
E. As an Educational Team Member obtains required parental/guardian consent and input prior to initiation of the IEP and subsequent remediation
F. Schedule students for remediation using framework appropriate to student's educational needs (individual, consultative, collaborative, etc.). Type and frequency of service as determined by the Speech/Language Pathologist Severity Criteria.
G. Provide appropriate stimuli to elicit target behaviors
H. Provide instructions that are clear, concise and appropriate to the student's developmental age, level of understanding, language use and communication style
I. Use appropriate cues/prompts with the student
J. Prepare lesson plans and treatment materials before the beginning of the session
K. Start and end the treatment sessions on time
L. Sets up and operates clinical equipment (e.g., assistive listening, devices, augmentative and alternative communication devices, computers)
M. Utilize appropriate exit criteria for student dismissal from speech and language services. Informs parents/guardians of the team's recommendation if they are not in attendance at the team meeting.
N. Serve as a communication consultant and resource person to classroom teachers, school personnel and parents/guardians. These services may take the form of conferences, classroom demonstrations or other consultation models/activities (i.e., in-services/workshops).
O. Provide consultation utilizing one or more of the following models:
B. Utilize appropriate diagnostic procedures to complete a formal evaluation
C. Establish type and severity of disorders in all areas of communication and the severity rating score
D. Develop an Individualized Education Program (IEP) stating the annual and short-term goals for each child's current level of functioning, and objectives to meet each child's needs. Update child's progress on the IEP at least twice per year.
E. As an Educational Team Member obtains required parental/guardian consent and input prior to initiation of the IEP and subsequent remediation
F. Schedule students for remediation using framework appropriate to student's educational needs (individual, consultative, collaborative, etc.). Type and frequency of service as determined by the Speech/Language Pathologist Severity Criteria.
G. Provide appropriate stimuli to elicit target behaviors
H. Provide instructions that are clear, concise and appropriate to the student's developmental age, level of understanding, language use and communication style
I. Use appropriate cues/prompts with the student
J. Prepare lesson plans and treatment materials before the beginning of the session
K. Start and end the treatment sessions on time
L. Sets up and operates clinical equipment (e.g., assistive listening, devices, augmentative and alternative communication devices, computers)
M. Utilize appropriate exit criteria for student dismissal from speech and language services. Informs parents/guardians of the team's recommendation if they are not in attendance at the team meeting.
N. Serve as a communication consultant and resource person to classroom teachers, school personnel and parents/guardians. These services may take the form of conferences, classroom demonstrations or other consultation models/activities (i.e., in-services/workshops).
O. Provide consultation utilizing one or more of the following models:
1. Schedule meetings with classroom teachers and/or other team members as needed to discuss each child's progress
2. Provide instruction to classroom teachers on carryover techniques to be administered by teacher or teacher assistant in the classroom setting
3. Monitoring students within the classroom setting
4. Meeting monthly/quarterly with students requiring minimal remediation/service
5. In specialized situations where entire classes have critical speech and language needs, forming of support groups with classroom teacher and parents/guardians
6. Sharing information on various programs, methods of learning and status of speech and language skills with the mainstream teachers who work with speech/language students
2. Provide instruction to classroom teachers on carryover techniques to be administered by teacher or teacher assistant in the classroom setting
3. Monitoring students within the classroom setting
4. Meeting monthly/quarterly with students requiring minimal remediation/service
5. In specialized situations where entire classes have critical speech and language needs, forming of support groups with classroom teacher and parents/guardians
6. Sharing information on various programs, methods of learning and status of speech and language skills with the mainstream teachers who work with speech/language students
P. May conduct classroom language groups (as determined by the Speech/Language Pathologists or as requested by the classroom teacher) with the classroom teacher as an active participant
Q. Maintain open communication with parents/guardians of speech/language students
R. Participate in regularly scheduled team meetings and the annual review process
S. Participate in Student Service meetings
T. Implement infection control procedures and universal precautions consistent with District guidelines
U. Maintain all records and implement all procedures in accordance with Illinois and PL 94-142 Rules and Regulations
V. Function as a member of the education and support programs instituted for student management
W. Assumes other responsibilities at the direction of Director of Student Services and/or Building Principal
Job Summary
Company
Start Date
As soon as possible
Employment Term and Type
Regular, Full Time
Required Education
Master's Degree
Required Experience
Open
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