READING PUBLIC SCHOOLS

READING, MASSACHUSETTS

 

Position:                   Speech-Language Pathologist

Department:             Building

Reports to:               Director of Pupil Services

FLSA Classification: Exempt                                   

Approved by:            Thomas Milaschewski, Ed D                                  

Revision Date:           July 2021

 

SUMMARY:  The job of Speech-Language Pathologist was established for the purposes of identifying students with communication disabilities; planning and implementing appropriate treatment to minimize adverse impact on student success; recommending treatment plans; and facilitating students’ communication competence.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:  The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Assesses students’ communication skills (e.g. articulation, fluency, voice, expressive and receptive language, etc.) for the purpose of identifying communication disorders, determining program eligibility and developing recommendations for treatment.
• Collaborates with a variety of groups and/or individuals (e.g. parents, teachers, physicians, administration, maintenance personnel, team members, other professionals, etc.) for the purpose of communication information, resolving issues and providing services in conformance with established guidelines.
• Conducts site visits and multiple work sites including home visits for the purpose of providing therapy and assistance as required.
• Coordinates meetings and processes for eligible students (e.g. testing/screening, IEP’s, parent conferences, pre-referral staffing, GQP meetings, etc.) for the purpose of presenting evaluation results, developing treatment plans, and/or providing training to parents/students/staff.
• Develops treatment plans, interventions and/or educational materials for the purpose of minimizing the adverse impact of communication disorders in conformance with established regulations.
• Instructs assigned support staff for the purpose of providing information on communicative disorders, use of assistive devices and feeding techniques and/or implementing prescribed treatment plans.
• Instructs eligible students in the use of appropriate communication technologies (e.g. hearing aids, FM systems, augmentative communication devices, etc.) for the purpose of minimizing the adverse educational impact of communication disorders in conformance with established regulations.
• Interprets medical reports within the scope of Speech-Language Pathologist’s experience and goals for the purpose of providing information and/or ensuring that treatment/intervention plans are appropriate.
• Maintains a variety of manual and electronic documents, files, and records (e.g. progress reports, activity logs, student goals, billing information, treatment plans, lesson plans, required documentation, quarterly reports, screening results, mileage tracking, five year file storage, etc.) for the purpose of providing and ensuring the availability o information as required for reference, tracking and/or compliance with established regulations.
• Oversees assigned students’ and/or paraprofessionals for the purpose of providing guidance and/or ensuring focus on students’ outcomes, quality, and efficacy.
• Participates in trainings, meetings, seminaries, etc. for the purpose of conveying and/or gathering information required to perform job functions.
• Prepares a variety of manual and electronic documents, files, and records (e.g. activity logs, correspondence, memos, treatment plans, Medicaid billings, reports, required documentation, etc.) for the purpose of documenting activities, proving written reference and/or conveying information.
• Provides speech and language therapy to students for the purpose of minimizing the adverse impact of speech and language disorders on student success.
• Researches a variety of topics including resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students’ needs.
• Responds to inquiries from a variety of parties (e.g. parents, teachers, staff, students, etc.) for the purpose of providing information and/or referral as appropriate.
• Screens students’’ eligibility (e.g. early childhood development, etc.) for the purpose of determining eligibility and/or the need for further individualized assessment.
• Transports supplies and equipment to a variety of sites for the purposes of ensuring the availability of items as needed.

 

SUPERVISORY RESPONSIBILITIES:  Exercises no supervision.

 

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

 

REQUIRED KNOWLEDGE, SKILLS & ABILITIES:

• Knowledge and use of speech-language therapy theories, models of practice, principles, and evidence-based practice to guide intervention decisions.
• Develop student rapport and establish a positive therapeutic atmosphere.
• Communicate and work effectively with the families of students with disabilities.
• Ability to prepare written evaluations and reports.
• Knowledge of the federal, state, local legislation, regulations, policies and procedures that mandate and guide speech language pathology practice in schools.
• Knowledge of methods and procedures for assessment and treatment of communication disorders.
• Ability to gather and assess outcomes program evaluation data and to use to modify services at the programmatic level.
• Ability to maintain current reporting, documentation, scheduling, and billing in accordance with professional standards, state and local guidelines, and reimbursement requirements.
• Ability to participate collaboratively with multi-disciplinary educational teams to develop Individualized Education Programs to meet student needs.
• Ability to develop and evaluate the appropriateness of treatment plans (IEPs).
• Ability to plan, coordinate, and conduct continuing education for educational personnel, parents, and students.
• Ability to use professional literature, evidence-based research, and continuing education content to make practice decisions.
• Excellent oral and written communication skills.
• Knowledge of special education procedures to maintain appropriate confidential records.
• Ability to develop effective working relationships with students, staff and the school community.
• Ability to communicate clearly and concisely both in oral and written form.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite.

 

EDUCATION/EXPERIENCE:

• 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).

 

LICENSES/CERTIFICATIONS:

• Valid MA DOE licensure; valid MA Board of Registration for Speech-Language Pathology and Audiology licensure.

• The employee must possess and maintain a valid driver’s license and possess own car to travel to school buildings during the workday as well as to occasional meetings out-of-district.

 

PHYSICAL DEMANDS:

The employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. The employee must be able to enter data, read from screens, and review handwritten or printed materials, with or without visual aids. Clear and effective communication with students, parents, and colleagues—both in person and over the phone—is essential. Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback to instructional staff.

 

WORK ENVIRONMENT:

The noise level in the work environment is usually quiet to moderate. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being and work out-put of students.

 

The physical demands and 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. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.