Speech Language Therapist

 

JOB GOAL                              

To facilitate reduction, remediation, or elimination of Speech and Language impairments that interfere with the individual student’s ability to make progress in the General Education Environment.

 

QUALIFICATIONS

Holds a valid Tennessee School Services Provider license with a Speech Language Pathology Assistant (2003) endorsement and meets health and physical requirements.

 

To learn more about how to obtain a School Services Personnel License follow this link and click on the School Services Personnel License dropdown then on the Speech Language Pathology Assistant tab.

                                                               

REPORTS TO               Special Education Supervisor

FLSA STATUS              Exempt

SCHEDULE                   200 Day 

 

ESSENTIAL FUNCTIONS

 

Comply with State Standards and District Policies in the processes of referral, screening, and placement:

• Follow district procedures for screening and/or referring students in need of a speech and/or language evaluation.
• Participate in the building committees (e.g. Professional Learning Communities, Student Support Team, Data Team) in order to report screening and/or evaluation referral information.
• Choose and complete comprehensive and appropriate speech and/or language evaluations according to State Standards and District Guidelines.
• Provide a complete diagnostic summary report including a summary of formal and informal evaluation information, educational relevance and eligibility recommendation(s) based on state guidelines.
• Complete IEP paperwork in a timely and accurate manner following state and district guidelines.
• Attend and lead Individualized Education Plan meetings, recommending and planning for program services based on student speech, language, or communication data. 
• When appropriate, make referrals for further evaluation by other district assessment specialists

Implement Intervention Program

• Develop and maintain the instructional component of the IEP according to the results of the evaluation and on-going assessment of progress.
• Complete daily notes for each student in a timely manner.
• Use a variety of approaches and materials to address the IEP that are compatible with the student’s age and interest, and abilities.
• Report progress toward IEP Goals to parents at the conclusion of each nine week instructional period. 

Demonstrate program management skills:

• Maintain communication with the building faculty regarding the role of the SLP.
• Maintain a physical environment conducive to learning.
• Develop work schedule(s), which will fit the needs of the students and faculty.

 TEMPERAMENT (Personal Traits)

• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure;
• Adaptability to accepting responsibility for the direction, control, and/or planning of an activity;
• Adaptability to working with students; and
• Adaptability to making generalizations, evaluations, or decisions based upon sensory or judgmental criteria.

 

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

               

• Intelligence: The ability to understand instructions and underlying principles; the ability to reason and make judgments.
• Verbal: The ability to understand meanings of words and the ideas associated with them.
• Numerical: The ability to perform arithmetic operations quickly and accurately.
• Data Perception: The ability to understand and interpret information presented in the forms of graphs, charts, or tables.
• Spatial: The ability to comprehend forms in space and understand relationships of plane and solid objects.
• Manual Dexterity: The ability to move the hands easily and manipulate small objects with the fingers rapidly and accurately.
• Color Discrimination: The ability to perceive or to recognize similarities or differences in colors or shades or other values of the same color.

 

PHYSICAL DEMANDS

This job may require lifting or carrying of objects that exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to 10 (10) pounds. Other physical demands that may be required are as follows: pushing and/or pulling, stooping and/or kneeling, reaching and/or handling, talking, hearing, seeing, and climbing.

 

WORK CONDITIONS

Normal working environment.

 

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties, and skills of personnel so assigned.

 

NONDISCRIMINATION POLICY

The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, in programs or activities, or in employment opportunities or benefits.  The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace.  Employees or applicants who need reasonable accommodations should contact Human Resources for assistance.