Speech Language Pathology Assistant, Long-Term Substitute

TYPE OF POSITION: Long-Term Substitute

APPROXIMATE DURATION: March 1, 2025 to the end of the 2024-2025 school year

LOCATION: District-wide based at the George R. Martin Elementary School

AREA OF CONSIDERATION: All qualified candidates

REPORTS TO:  Building Principal and Director of Special Education

The Speech Language Pathologist identified students with communication and language disabilities and plans and implements appropriate treatment to minimize the adverse impact on the student's success. The Speech Language Pathologist implements individual plans and interventions within the school setting.

QUALIFICATIONS

To be considered qualified for this position, candidates must have the following:

• Licensed in MA as a Speech Therapy Assistant
• Understanding of early childhood development

• Experience and competency with providing treatment to early childhood and preschool population
• Experience with delivering RTI interventions to K-2 population using research-based programming
• Experience with the use of multi model language strategies (visuals, pecs, assistive tech) 
• Ability to differentiate treatment strategies in a group setting

• Ability to relate well with and communicate clearly and effectively, both orally and in writing, with colleagues and administrators
• Able to implement developmentally appropriate data driven, culturally responsive instruction and individualized goals and accommodations.
• Develops and maintains a culturally diverse, purposeful, respectful, and stimulating treatment environment that is organized and positive in nature and geared towards student interests.
• Ability to work with moderate to severe disabilities, autism spectrum disorder, genetic disorders, feeding concerns, sensory/behavioral challenges, developmental delays, neurological disorders, cognitive delays, sensory processing disorders, and self- regulation disorders.

• Knowledge of appropriate assistive technologies in the teaching and learning process
• Knowledge of Social Thinking Program to address social emotional population needs
• Professional Development in Sensory Integration, Speech Development, Play and Social Engagement
• Familiar with Response to Intervention Tier 1 and II supports

RESPONSIBILITIES

Responsibilities include, but are not limited to:

• The SLPA provides direct therapy services and assists in the development of IEP goals and objectives in collaboration with the supervising SLP
• Based on collaboration with the Speech Language Pathologist, makes recommendations for, assists staff on use of, justifies for medical necessity in a school-based setting, and effectively utilizes any adaptive equipment for individual students
• Develops and maintains a culturally diverse, purposeful, respectful, and stimulating treatment environment that is organized and positive in nature and geared towards student interests.
• Communicate all significant occurrences to the appropriate supervisor in a respectful and timely manner.
• Maintains an open, honest, and respectful relationship with parents and others involved with the student’s success.
• Maintains professional boundaries with parents and students
• Collaborate with other members of the student’s team and implement instructional goals and objectives according to the student’s individual occupational therapy goal
• Maintain a professional relationship and climate with all colleagues and administrators conducive to learning and sharing.
• Accurately completes documentation related to student incidents/injuries, physical intervention
• Maintains written documentation of all evaluations, speech treatment plans, progress notes, medicaid documentation, and communication with families and outside providers in accordance with agency guidelines and established timeframes in a professional manner
• Participates actively, cooperatively, and constructively as a member of multidisciplinary teamwide support and accommodations to regular education staff to maximize highest level of function to students in inclusion experiences strategies
• Close collaboration with the Speech Language Therapist and working with groups to implement social thinking program
• Work under direction of the Building Principal and Speech Language Therapist
• Expected to read and adhere to all Employee Handbook policies

EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER. The Seekonk Public Schools strives to provide a safe, respectful, and supportive learning environment in which all students can thrive and succeed in its schools. The Seekonk Public Schools prohibits discrimination on the basis of  race, to include traits historically associated with race, including, but  not limited to, hair texture, hair type, hair length and protective hairstyles, sex, age, gender identity, disability, religion, national origin, limited English proficiency, sexual orientation, pregnancy or  pregnancy related conditions or homelessness. and ensures that all students have equal rights of access and equal enjoyment of the opportunities, advantages, privileges, and courses of study.