Speech Language Pathologist

Job highlights

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Qualifications

• Education: Master's degree in Speech/Language Pathology; current Oklahoma teacher certification; certification for Clinical Competency in Speech Pathology (CCC-SLP) through ASHA; current Oklahoma Board of Examiners for Speech/Language Licensure or temporary license for entry level Speech Pathologist
• Entry level year Speech Pathologist are required to hold a temporary Oklahoma license, have completed a master level program in speech/language pathology and must be supervised by a district SLP according to ASHA requirements
• Skills: Computer literate; Excellent written and oral communication ability; expertise in Speech and Language acquisition, disorders, and interventions; expertise in special education laws and regulations; ability to build and maintain cooperative relationships with students, teachers and administrators
• Ability to use sound judgment in any situation
• Ability to deal successfully and rapidly with changes in assignments and properly respond to applicable correspondence/communication received
• Ability to project a professional company image through in-person, phone, and electronic interaction
• Ability to build and foster harmonious rapport and work cooperatively with District staff and the public while achieving the objectives and goals of the position
• Ability to handle problematic and/or difficult situations professionally by communicating with the appropriate person
• Able to perform activities that require standing, sitting, bending, and lifting as necessary for therapy sessions; able to engage with students in various classroom settings
• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job

Benefits

• SALARY: Based on Degree and Years of Experience

Responsibilities

• ESSENTIAL JOB FUNCTIONS: These statements are intended to describe the responsibilities assigned to the position and are not intended to represent an exhaustive list of all responsibilities, duties and skills required
• Conducts comprehensive assessments to evaluate students' speech and language skills; interprets assessment results to identify communication disorders; develops a Multidisciplinary Evaluation and Eligibility Group Summary (MEEGS) & Individualized Education Plan (IEP) in compliance with state and federal regulations when appropriate
• Participates in IEP meetings and contributes to the development of education goals related to speech and language; ensures compliance with IEP requirements and maintains appropriate documentation; completes assessments/checklists for progress reports per grading period or as directed by district; completes electronic documentation in EdPlan for progress and Medicaid documentation & billing
• Designs and implements therapeutic interventions as stated on the student's IEP; provides direct therapy services in individual and/or group settings; monitors and documents student progress towards goals, adjusting interventions as necessary; provides consultation or collaboration services as appropriate to reinforce speech-language skills within the student's academic setting
• Works closely with teachers, special education staff, and other professionals to support students' communication needs; provides training and resources for educators and staff on strategies to support students with speech and language challenges; engages and communicates regularly with parents about their child's progress and strategies for home support; provides low & high tech assistive technology support for teachers and students as necessary, i.e., communication devices, visual schedules, core vocabulary boards, etc
• Stays current with best practices in speech-language pathology and special education; participates in ongoing professional development and training opportunities; attends district and/or department special education meetings
• Performs additional responsibilities as assigned, including site duties aligned with the school schedule, such as supervising recess, lunch, and/or before and after school activities, as well as participating in community involvement events at the site level
• Able to be in attendance for assigned responsibilities with 95% attendance
• Primarily inside working conditions; some exposure to environmental conditions during outside duty/activities
• The 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
• While performing the duties of this job, the employee is frequently required to sit at a desk or in meetings for long periods, travel to school sites, work on a computer for long periods