Position Title:

     Speech Language Pathologist (2018-2019)

Job Classification:

     Certified Position: 190 day employee

     Part-time 20%

     FLSA Status: Exempt

Responsible To:

     Director of Special Education

Job Summary:

The overall purpose of this position is to work with students, teachers, administrators and families to improve student communication skills that impact academic performance. SLPs assess students’ needs, work with the IEP team to develop a plan for therapy, provide therapy directly to students and consult and collaborate with other teachers and administrators regarding speech language support services.

Major Responsibilities:

     Assessment

1. Evaluate student needs and determine eligibility in accordance with state rules and timelines.
2. Participate in data based problem solving process and recommend research or evidence-based strategies and interventions to determine and limit the adverse affect on the student’s educational performance.
3. Interpret and synthesize assessment results, convene an IEP team to determine program eligibility and develop an individual education plan.

     IEP Development and Implementation

1. Participate in IEP meetings in order to relate pertinent data used in the determination of students’ needs.
2. Collaborate with IEP team to develop IEP goals and objectives, supportive aids, accommodations and services to provide FAPE.
3. Implement and maintain ongoing assessments to monitor student progress.
4. Regularly review student progress and provide ongoing feedback to parents and other members of the IEP team on a regular basis.
5. Coordinate services with students’ teachers to assure access to the general education curriculum and typically developing peers. Maintain and communicate therapy schedule in accordance with the IEP.

     Direct Service and Consultation

1. Design and provide skilled intervention to address deficits in the areas of speech sound, fluency, voice or language that negatively impact the student’s ability to participate in the classroom environment.
2. Collaborate with general education teachers regarding the effective implementation of IEP strategies, including reviewing lesson plans and co-teaching lessons.
3. Consult with school-based and special education staff to facilitate integration of speech-language goals, strategies and interventions into the classroom, home, and community.
4. Provide training to implement IEP strategies and assist teachers to make appropriate instructional modifications.

     Program Management and Data Collection

1. Prepare and maintain accurate, complete and required records as directed by the District to monitor amount, type and quality of services provided and files reports promptly.
2. Report and maintain student data to assess progress and continuation or termination of speech and language therapy services.
3. Manage compliance with state and federal requirements for documentation regarding IEP and speech-language services.
4. Adhere to evaluation timelines for both initial evaluations and three year re-evaluations.
5. Keep current in relevant topics through participation in professional organizations and professional development activities.
6. Participate with school administration and district leaders for effective planning, coordination and implementation of occupational therapy program into the total education system.

Non-Program Duties and Responsibilities:
Performs other duties as assigned.

Qualifications:

Education:

• Master’s degree in Speech-Language Pathology required.
• American Speech and Hearing Association Certification of Clinical Competence or CFY candidate preferred.

Experience:

• At least one year successful experience as a school-based Speech Language Pathologist preferred.
• Bilingual preferred.

Skills, Knowledge, Abilities:

• Possession of good communication and organizational skills.
• Knowledge of sound instructional practices in various areas of special education, including speech-language therapy and the development of IEP goals related to speech-language therapy instructional strategies, writing and executing IEPs, and training others in developing and implementing IEPs.
• Knowledge and expertise in the identification and treatment of communication disorders
• Knowledge and expertise in best practice and evidence-based interventions and strategies to improve the communication skills of students.
• Knowledge of state and federal rules and regulations that govern the education of students with disabilities or those suspected to have a disability i.e. Individuals with Disabilities Education Act (IDEA), the state of Georgia commitment to federal court in the Marshall vs. Georgia lawsuit (SST) and Section 504 of the Rehabilitation Act.
• Knowledge of Microsoft computer applications.
• Ability to communicate and work effectively with teachers, administrators, community members, service providers, parents and students.
• Ability to prioritize tasks and responsibilities independently and effectively on a daily basis.
• Ability to initiate tasks independently, analyze critical data and monitor progress toward department goals.
• Ability to make decisions, solve problems and recommend solutions in a constructive manner.
• Ability to plan, organize, implement and evaluate instructional programming designed to enable the student to participate and progress in the general curriculum.

Physical Demands:

Vision, hearing, and verbal communication are essential factors in performing required tasks, duties, and responsibilities. Stooping, crouching, kneeling and bending may be required in addition to walking, standing and sitting. In addition, the employee may need to lift and move student in and out of position, transfer student in and out of wheelchair and move body parts for positioning. The employee must be able to lift a student up to a weight of 40 pounds without assistance and perform a two-person lift for students over 40 pounds. Frequent movement from classroom to classroom and driving, on occasion, to other MCS schools or the district office is required. Some travel for professional development is required. Travel may require extended periods of time in an automobile.

Work Environment:

The noise level in the work environment varies depending on the classroom noise level. Working with specific students may require Crisis Prevention Intervention (CPI) training.

Application Procedures:

Applicants are asked to request a minimum of three (3) confidentially submitted electronic reference surveys via the online application process and provide copies of all content assessment results (GACE, Praxis II, or other tests required for teacher certification), valid teaching certificates and college transcripts.

Note: 

For details regarding teacher certification visit the website for the Georgia Professional Standards Commission, www.gapsc.com. Out of state candidates are strongly encouraged to apply for Georgia certification.

Nondiscrimination Statement:

The Board of Education of the City of Marietta does not discriminate on the basis of race, color, religion, national origin, age, disability or gender in its employment practices, student programs and dealings with the public.