LADSE Job Description: DHH –Speech-Language Pathologist

Summary:Screen, assess and treat students with speech, language, voice, feeding/swallowing and fluency disorders. May select augmentative/alternative communication systems and teach their use. Assist school-based teams in the development of interventions and supports for students with speech and language disorders. Maintains auditory equipment and teaches staff about its use as needed.

Reports to:ProgramCoordinator/Administrator

Qualifications:Master’s Degree in Speech-Language Pathology/CommunicationDisorders; Type 10, 03- 09, or 73 Illinois Certificate Initial ASHA certification (CCC-SP) or eligibility for a CFY; Proficient Total Communication/Signed English/ASL. Familiarity with speech/language development of DHH, auditory training, speech training, and language-based programmingfor DHH.

PhysicalThe job requires light physical exertion (e.g., lifting, carrying materials or supplies,

Requirements: driving, clerical tasks while sitting or standing, and mobility) with the possibility of

occasional moderate exertion (e.g., lifting more than 15 lbs.; assisting students or staff during instruction or therapy). Independent transportation is also required because

LADSE staff frequently work in multiple locations within the LADSE community.

ProfessionalStandard practice is to conduct evaluations annually for the first four year, bi-annuallyin

Evaluation:subsequent years. Evaluations are conducted by the applicable program coordinator or designee.

Contract:Length of contract, salary, and benefits are established by the Collective Bargaining

Agreement and/or the LADSE Directing Board.

Status:Exempt

Essential Functions (Duties &Responsibilities)

General

1.Adhere to professional, ethical, and legal standards for the practice of Speech-Language

Pathology in the schools, as dictated by associated organizations, (e.g., ISBE, IDFPR, ASHA).

2.Implement practices consistent with the Danielson Framework for Teaching.

3.Implement LADSE's policies and procedures.

4.See Employee Handbook - General Duties, Responsibilities, and Competencies.

5.Drive own car, or otherwise provide for transportation between assignment locations.

Specific

Domain 1: Planning and Preparation

  1. Complete observations, evaluations and reevaluations of students as needed (1a, 1f, 4b).

2.Compile and interpret student evaluation results, sometimes combining with other team members, keep data to help assess eligibility for special education and related services(1a, 1f, 4b).

3.Develop and implement standards-related goals for each adverse effect in the area of speech and language as documents on the IEP (1c, 1e).

Specific

Domain 1: Planning and Preparation (cont.)

4.Develop individual or group activities or programs in schools to deal with behavior, speech, language or swallowing (1a, 1b, 1d, 1e).

5.Utilize additional LADSE resources to assist with the development and monitoring of specialized interventions including assistive technology, autism, and feeding skills(1d).

6.Be familiar with, manage and provide general maintenance of assistive listening devices (1d).

Domain 2: The Classroom Environment

  1. Provide therapy in a variety of intervention models to meet the communication needs of individual students (2a, 2b).
  2. Collaborate with team members to plan, adapt, problem solve, and implement interventions(1a, 2a).

Domain 3: Instruction

  1. Provide services to the student in group or individual settings and in the classroom as appropriate, and including team teaching, vocational/offsite settings(1e, 3e, 3c).

Domain 4: Professional Responsibilities

  1. Write evaluation/intervention summaries and complete all necessary special educationforms to meet compliance with federal, state, and local guidelines (4b, 4f).
  2. Participate in and write reports for meetings regarding students’ progress, such as individualized educational program (IEP) meetings, student assistance team meetings or professional development meetings, case studies (4b, 4b).
  3. Provide parents and staff with information related to a student’s speech-language needs, and suggestions for activities to promote development and generalization of skills (1b, 2a, 4c, 4f).
  4. Develop and utilize data collection and progress-monitoring systems to promote positive student and program outcomes (1f, 3d, 4a, 4b).
  5. Participate in team and staff unit meetings (4f).
  6. Consult with outside professional agencies/service providers for coordination of therapeutic interventions (1d, 4c, 4d, 4f).
  7. Participate in conferences, training, and continuing education courses to learn and share knowledge of new speech/language treatment methods or technologies (1a, 4e, 4f).
  8. Continually improve professional knowledge and skills related to position and to maintain professional standards (1a, 4e, 4f).
  9. Other duties as assigned by coordinator/administrator (4f).
  10. Utilize technology to generate reports, manage data, and complete required student records. Knowledge of assistive technology to support student learning (4b).

April 2013

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