Speech-Language Pathologist- District-wide

ServingSchools; Paris (ME); On-site; USD 65,000 - 90,000; Full time

Job summary

Oxford Hills School District is seeking a Speech-Language Pathologist to support students across multiple locations in Maine. The SLP will work within the IEP framework to evaluate, plan, and provide speech-language services for ages 3–22.

Responsibilities include conducting comprehensive evaluations, collaborating with the IEP team, and documenting outcomes for accountability and compliance with IDEA and Maine regulations.

Qualifications

• Maine SLP license or eligibility required.
• Minimum of three years of successful experience as an SLP in a school setting.

Responsibilities

• Evaluate, consult and provide speech-language therapy to school-aged children.
• Order, complete and deliver speech-language therapy evaluations.
• Develop written intervention plans and goals with the IEP team.
• Case manage students with IEPs and document session data for billing.

Skills

Collaboration with IEP team

Documentation & data collection

Education

State of Maine SLP license (or eligibility)

Job description

The Oxford Hills School District is seeking excellent qualified candidates for the position of Speech Language Pathologist. This position will be at multiple locations to be determined by the SLP Team in the fall.

TITLE

Speech-Language Pathologist

QUALIFICATIONS

State of Maine Speech-Language Pathologist license (or evidence of eligibility)

• At least three years of successful experience

REPORTS TO

Building Principal, Director of Student Services

Job Goal

The Speech-Language Pathologist works as a part of a team of colleagues to evaluate, consult and provide treatment services to school aged children. The pathologist, a member of the IEP team, performs assessments and provides services to eligible children ages 3-22. The Speech-Language Pathologist ensures that services meet the requirements of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 as set forth in the Maine Department of Education Regulations Chapter 101.

Performance Responsibilities

General

• Ensures the implementation of the District's mission and goals.
• Promotes a positive environment and interacts in a positive manner with colleagues, parents, students, and visitors.
• Recognizes urgency; can distinguish between the urgent and important vs. merely urgent, and acts accordingly.

Evaluator

• As an Evaluator, the Speech-Language Pathologist works with members of the IEP Team to order, complete, and deliver speech-language therapy evaluations of students by:
• Conducting comprehensive speech-language therapy evaluations that include but are not limited to the assessment of language, voice, fluency, articulation and social communication
• Collecting data by use of informal or non standardized evaluation techniques
• Interpreting and utilizing assessment data for the purpose of writing reports and developing written intervention plans
• Ensuring that a written evaluation that comports with Chapter 101 is completed in a timely manner
• Ensuring that evaluation findings are reported to the IEP team
• Attending IEP meetings, as requested
• Contributing recommendations to the IEP team to consider when making decisions and/or developing plans
• Assisting the IEP team with goal development based upon assessment results

Therapist

• As a Therapist, the Speech-Language Pathologist works with teachers and students. The Speech-Language Pathologist demonstrates his or her role as an essential and equal partner in the educational process by:
• Case managing students with IEPs, as assigned
• Collaborating with IEP Team members to provide services to students in a variety of therapeutic models
• Providing services to students that align to specific IEP goals and objectives
• Documenting and entering session data for billing purposes, as required

Consultant

• As a Consultant, the Speech-Language Pathologist works with teachers, administrators, and parents. The Speech-Language Pathologist demonstrates his or her role as an essential and equal partner in the educational process by:
• Engaging with teachers and students to assist with classroom needs
• Collaborating with administrators on best practices within the schools
• Completing classroom observations and providing clinical feedback
• Providing resources to parents, as requested

TERMS OF AGREEMENT

Negotiated Agreement with District Speech Pathologists

EVALUATION

Annual Performance Review