POSITION SUMMARY

Help children fulfill their role as students within the educational environment and prepare them for college, career, and community by supporting academic achievement and social participation through the provision of strategies and therapies that improve, remediate, or alleviate language and communication impairments. 

ESSENTIAL FUNCTIONS

Note:  These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. 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, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.

• Assist and guide staff and families in understanding developmental milestones in speech and language, and the connection between spoken and written language.
• Screen children with developmental concerns in speech, language and communication. Interpret screening results and provide recommendations for staff and families.
• Consult with staff and parents about proactive curricula and resources that may include language and phonemic awareness activities, social stories, visual schedules, and assistive technology.
• Help teachers and staff incorporate oral language and phonemic awareness activities in small-group instruction within the classroom/school setting.
• Provide early intervening services through multi-tiered systems of support (MTSS).
• Collaborate with parents and staff to implement evidence-based strategies to support students’ daily language and communication within the school setting.
• Participate regularly on teams to analyze student- and building-level data, resolve problems, and select evidence-based interventions and supports.
• Observe, describe, and refer children with suspected impairments.
• Serve on multi-disciplinary evaluation teams to complete comprehensive evaluations to identify whether students are eligible for special education speech services.
• Design individualized therapy programs for each IDEA-eligible student in the least restrictive environment based on a comprehensive evaluation.
• Provide training to the appropriate persons to ensure transfer and generalization of speech therapy goals across multiple settings (e.g. school, home, etc.).
• Complete IEPs and other required paperwork in accordance with timelines.
• Maintain records and complete billing activities associated with Medicaid School-Based Services.
• Regularly document and monitor student progress toward therapy goals and objectives.
• Assist in proper referrals of students to agencies and specialists within the community.
• Evaluate students’ language/communication needs for adaptive technology and recommend adaptive equipment.
• Participate in regular professional learning opportunities to stay abreast of current research-based practices within the field.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

REQUIRED EMPLOYMENT QUALIFICATIONS

EDUCATION and/or EXPERIENCE

• Master’s degree in speech and language pathology.
• A minimum of 60 semester hours of academic credit in normal aspects of human communication, development thereof, and clinical techniques for evaluation and management of speech and language disorders.
• A minimum of 300 clock hours of supervised practicum experience with persons who present a variety of communication disorders, to be acquired in conjunction with academic training, 150 hours of which shall be obtained on the graduate level.

CERTIFICATES, LICENSES, REGISTRATIONS

• Certification as Teacher of Speech & Language Impaired preferred.
• ASHA Certificate of Clinical Competence (CCC-SLP).
• Must meet certification requirements for specific discipline per Michigan R340.1792.
• Must meet and maintain licensure requirements established by the Michigan Speech & Language Pathologist Licensure Board (Effective December 2013).

SUPERVISORY RESPONSIBILITIES

Supervises students.

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS & ABILITIES

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

PHYSICAL DEMANDS

While performing the duties of this job, the employee will regularly sit, and occasionally walk and stand. Specific vision abilities required by this job include close vision. While performing the duties of this job the employee will continuously hear conversation in a quiet and/or noisy environment. The employee will continuously need the ability to tell where a sound is coming from and tell the difference among bells, buzzers, beeps, horns, etc.

WORK ENVIRONMENT

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.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and

activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services.