SUMMARY:Under the general supervision of the Clinical Director and Senior Speech-Language Pathologist, the Speech-Language Pathologist independently provides school-based S/L evaluations, consultation, and therapy for students attending the Bradley Schools. Speech-Language Pathologists also may provide supervision of undergraduate trainees, graduate interns, and clinical fellows, as assigned.PRINCIPAL DUTIES AND RESPONSIBILITIES:Speech-Language Pathologists consistently apply the corporate values of respect, honesty, and fairness and the constant pursuit of excellence in improving the health status of the people of the region through the provision of customer-friendly, geographically-accessible, and high-value services within the environment of a comprehensive integrated academic health system.Speech-Language Pathologists assess the communication needs of students. This entails:Reviewing all available records prior to entry of student.Determining whether contact with previous school SLP or other outside S/L provider is needed and making sure that appropriate releases have been secured prior to making such contact.Assessing communication needs of student, using both formal and informal measures, prior to IEP/PPT meetings.Preparing the assessment in a timely manner and in adherence with the established format.Completing speech-language re-evaluation, as needed, including assessments for the eligibility determination meeting every three years.Speech-Language Pathologists prepare treatment/lesson plans in accordance with evaluations, IEPs, and school educational and treatment plans and implement these plans effectively. This entails:Generating treatment/lesson plans in a timely manner after the student’s admission and/or entrance into S/L services, with the goal of implementing services within the most naturalistic setting that is appropriate.Implementing plans consistently to target IEP goals and objectives.Monitoring progress and evaluating the effectiveness of interventions.Consulting with the treatment team and modifying interventions, as needed, based on data.Speech-Language Pathologists maintain an environment that will promote student learning of new skills. This entails:Arriving to each session prepared with the plans and materials required for the session.Defining the rules and expectations for sessions clearly to students through visual, auditory, and/or other modalities, as needed.Providing each student with individualized instruction and support, as needed.Providing a clear schedule and routine for each session.Speech-Language Pathologists maintain knowledge of each student’s treatment goals and behavioral plan and utilize strategies consistent with these goals and plans. This entails:Staying current on the treatment goals and behavior plan for each student.Utilizing behavioral strategies actively in sessions, consistent with the plan generated by the treatment team.Seeking consultation/guidance from the team leader and/or classroom staff to ensure that strategies implemented in session are consistent with treatment goals.Speech-Language Pathologists prepare and carry out presentations for internal and external meetings that may involve the treatment team, parents, and public school personnel. This entails:Attending and presenting information regarding student functioning and progress at team meetings, as requested or needed.Identifying S/L strengths, as well as factors that may impede academic, behavioral, emotional, and/or social progress within the school environment.Stating specific strategies for remediation.Completing draft IEP goals and objectives in the required format and providing them to the special education teacher in advance of the IEP/PPT meeting date and in accordance with required timelines.Maintaining empirical data with regard to student’s progress on IEP goals and objectives.Formally evaluating progress on IEP goals and objectives based on the timeframes outlined in the IEP document (e.g., quarterly).Presenting information regarding S/L progress, assessment, and IEP content in an organized and coherent fashion within the context of team meetings, IEP/PPT meetings, or other scheduled meetings.Speech-Language Pathologists assist in the discharge process for all students. This entails:Providing team leader with a summary of student’s progress and needs moving forward.Assisting with transition planning and implementation, as needed and/or assigned.Speech-Language Pathologists function as effective members of the multidisciplinary team. This entails:Maintaining a positive relationship with team members.Consulting to the treatment team on classroom-based S/L interventions and modifications to the curriculum and/or classroom environment, including provision of classroom support/training in the use of specific communication strategies/equipment.Working collaboratively with school-based OTs to provide combined treatment, as appropriate.Consulting with other multidisciplinary staff, as needed.Using expertise of team members in planning and implementing interventions.Maintaining professional relationships with outside agencies and public school personnel.Providing in-service training to school staff, as needed or assigned.Providing community in-service training to parents and/or educators, as needed or assigned.Completing other duties, as assigned.Speech-Language Pathologists adhere to all school policies, procedures, and practices. This entails:Demonstrating behavior that follows the ASHA Code of Ethics in all aspects of clinical work and staff relationships.Attending school-wide and treatment team meetings, as assigned.Maintaining crisis de-escalation and intervention certification.Maintaining appropriate certification and licensure for the position.Attending in-service programs, as assigned.Consistently following all school policies and procedures.Consistently complying with infection control, quality improvement, risk management, and safety standards.Being punctual, reliable, and judicious in using sick and floating time, as per school policy.Demonstrating knowledge of the school organizational chart and consistently communicating issues and concerns through that structure.Participating in training seminars, as requested.Participating in committees, as requested.BASIC KNOWLEDGE:Requires a Master’s Degree (M.S. or M.A.) in Speech and Language Pathology, with Certification of Clinical Competence from the American Speech-Language-Hearing Association (CCC-SLP). Must be licensed or license eligible (Provisional Rhode Island and/or Connecticut State License for Clinical Fellows involved in supervised clinical fellowship year) by the Department of Health and certified by the Department of Education within the state.Requires demonstrated knowledge and skills necessary to provide care to school-aged youth, with consideration of developmental processes, as well as cultural, familial, and individual factors that may influence educational functioning and progress.EXPERIENCE:At minimum: Level of experience necessary for certification and state licensure. Experience working with students with emotional/behavioral and/or developmental challenges is preferred.WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS:Work is within a school classroom and/or office environment. Employees in this position work in a special education setting under stressful conditions associated with care of students with severe emotional, behavioral, and/or developmental challenges (which may include aggressive and/or self-injurious behaviors). Employees are expected to utilize de-escalation techniques taught in the Safety Care training to minimize the need for physical intervention. They must have the ability to remain calm during a crisis situation, as evidenced by the ability to make quick rational decisions and prioritize immediate care needs to maintain a therapeutic environment and ensure safety. Employees in this position must also be able to participate in the physical management of students, which can include, but is not limited to, awareness and demonstration of safe body positioning at all times, awareness and coordination to block and deflect possible aggression, and the ability to physically hold struggling individuals, using approved methods only, to maintain safety for extended periods of time. Specifically, such employees must be able to: lift up to fifty pounds; reach with their hands and arms; grasp and hold with their hands; bend/squat/kneel without limitation; and physically escort students who may become combative for short distances. Position requires occasional running for short distances and frequent standing, walking, and sitting.INDEPENDENT ACTION:Performs independently within LSS policies and practices. Refers specific complex problems to supervisor when clarification of policies and procedures may be required.SUPERVISORY RESPONSIBILITY:May provide supervision of undergraduate trainees, graduate interns, and clinical fellows, as assigned.