Speech-Language Pathologist- PreK Case Management

ServingSchools; Paris (ME); On-site; USD 55,000 - 75,000; Full time

Job summary

The Oxford Hills School District is seeking a qualified Speech-Language Pathologist to case manage PreK and school-aged students, coordinating referrals for speech-only services and supporting IEP goals as needed.

The role requires Maine licensure (or eligibility) and a record of at least three years of successful experience. The SLP works within the IEP team to evaluate, treat, and document services across multiple therapy models in alignment with IDEA.

Qualifications

• State of Maine Speech-Language Pathologist license (or evidence of eligibility).
• At least three years of successful experience.

Responsibilities

• Evaluate and provide speech-language therapy services to school-aged children within IEP teams.
• Order and deliver comprehensive speech-language evaluations and write intervention plans.
• Collaborate with IEP Team to develop goals and participate in IEP meetings.
• Case manage students with IEPs and document session data for billing.

Job description

The Oxford Hills School District is seeking excellent qualified candidates for the position of a Speech Language Pathologist to case manage PreK students. This position is responsible for the coordination of the referral process to eligibility for speech only services. IEP speech services may also be required depending upon need.

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: 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