Distirct Speech Language Pathologist (SLP)

Position Purpose Speech-Language Pathologists (SLPs) are essential school members, contributing to educational equity by identifying and implementing appropriate assessment methodologies and approaches that lead to accurate disability determinations regardless of the student's cultural, linguistic, or socioeconomic background. The SLP’s work includes prevention, assessment, intervention, and program design efforts integrated within the school. The SLP works with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing. Myriad etiologies may be involved. The SLP may address personal, social/emotional, academic, and vocational needs that impact the attainment of educational goals. Essential Functions Other duties may be assigned. The Speech-Language Pathologist offers assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities and other learners at risk for school failure or those who struggle in school settings. contributes significantly to the literacy achievement of students with communication disorders and other learners at risk for school failure or those who struggle in school settings. ensures that all students receive quality, culturally competent services. conducts assessments in collaboration with others that help identify students with communication disorders and inform instruction and intervention. provides interventions appropriate to each student's age and learning needs and is selected through an evidence-based decision-making process. configures schoolwide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities and other students as appropriate. is accountable for data-based decision-making, including gathering and interpreting data with individual students and overall program evaluation. is responsible for meeting federal and state mandates and local policies in performing duties, including Individualized Education Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development. works collegially with general education teachers who are primarily responsible for curriculum and instruction; reading specialists, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers, in addition to others. works with the school and district administrators in designing and implementing programs engages families in planning, decision-making, and program implementation actively engages students in goal planning, intervention implementation, progress monitoring, and self-advocacy appropriate to age and ability level. may supervise student SLPs and clinical fellows, as well as in mentoring new SLPs. provides Professional Development to educators, including administrators, teachers, other educational specialists, and teacher assistants in the collaborative effort to enhance students' school performance. provides training to parents of students with communication development and disorders. SUPERVISION: Supervises Students and Directly Reports to the Principal and the Director of Student Services. Work Environment The work environment characteristics described here 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 the essential functions. The noise level in the work environment is usually quiet to moderate. The employee is directly responsible for the safety, well-being and work out-put of students. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements below represent the required knowledge, skill, and/or ability. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Education and experience Master’s degree in Speech-Language Pathology CERTIFICATES, LICENSES, AND REQUIREMENTS: Certification: Certificate of Clinical Competence from the America Speech-Language-Hearing Association License: Current License as Speech-Language Pathologist Speech, Language, and Hearing Disorders (Levels: All) (a) Initial License. Master's degree in speech-language pathology from a program accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA). Eligibility for Clinical Fellowship. Passing score on the Communication and Literacy Skills test. Completion of a clinical practicum consisting of 100 onsite hours in a public school or an approved private school setting. Adherence to the Code of Ethics of the American Speech-Language-Hearing Association. (b) Professional License. Possession of an Initial license. Possession and maintenance of the license to practice speech-language pathology through the Massachusetts Board of Registration of Speech-Language Pathology and Audiology. Completion of the Clinical Fellowship in speech-language pathology. A passing score on the National Examination in Speech-Language Pathology and Audiology. Three years of employment under the Initial Speech, Language, and Hearing Disorders license. Continuing Education Requirement For Department of Education licensure, individual professional development plans must include 150 professional development points (PDPs) every five years, including at least 15 PDPs related to SEI or English as a Second Language, 15 PDPs related to training in strategies for effective schooling for students with disabilities and instruction of students with diverse learning styles, 15 PDPs in the content area of the license and 15 PDPs in pedagogy.