Early On Speech and Language Pathologist

POSITION TITLE:
Early On Speech and Language Pathologist
FSLA:
Exempt
REPORTS TO:
Director of Early Childhood Special Education
UPDATED:
October 2023
SALARY/BENEFITS:
Per LIPSA Master Agreement
SCHEDULE:
12 - month
POSITION SUMMARY
Utilizing the collaborative Primary Service Provider (SPS) model, this role will support families in the home, school, and/or community with routine based interventions that highlight evidenced based strategies (i.e. START, Project ImPact) that facilitate the development of communication and social language for at risk infants and toddlers.
ESSENTIAL FUNCTIONS
Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.

• Assist and guide staff and families/caregivers in understanding developmental milestones in Speech and Language, and the connection between receptive, expressive, and social language.
• Participate on multi-disciplinary teams to complete evaluations to determine if students meet eligibility criteria for Michigan Mandatory Special Education services and/or Part C Early On services.
• Provide early intervening services through collaborative consultation with service providers and families.
• Collaborate with parents and staff to implement evidence-based strategies to support students' daily language and communication within the school, home, and community setting.
• Participate regularly on teams to resolve problems and engage in progress monitoring of student and family data.
• Observe, describe, and refer children with suspected impairments.
• Develop family outcomes and interventions for MMSE and Part C Early On eligible children in the least restrictive/natural environment. Serve as a primary service provider and conduct periodic, annual, and transition Individualized Family Service Plans. Coordinate timely transitions to the local district.
• Complete IFSPs and other required paperwork in accordance with timelines.
• Maintain records and complete billing activities associated with Medicaid School-Based Services.
• Regularly document and monitor student progress toward outcomes, goals, and objectives.
• Assist in proper referrals of students to agencies and specialists within the community.
• Evaluate students' language/communication needs for adaptive technology and recommend adaptive equipment.
• Participate in regular professional learning opportunities to stay abreast of current research-based practices within the field.
• Completion of the Essentials of Early On.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

EDUCATION and/or EXPERIENCE

• Master's degree in Speech and Language pathology.
• A minimum of 60 semester hours of academic credit in normal aspects of human communication, development thereof, and clinical techniques for evaluation and management of Speech and Language disorders.
• A minimum of 300 clock hours of supervised practicum experience with persons who present a variety of communication disorders, to be acquired in conjunction with academic training, 150 hours of which shall be obtained on the graduate level.

CERTIFICATES, LICENSES, REGISTRATIONS

• Master's degree in Speech and Language pathology.
• A minimum of 60 semester hours of academic credit in normal aspects of human communication, development thereof, and clinical techniques for evaluation and management of Speech and Language disorders.
• A minimum of 300 clock hours of supervised practicum experience with persons who present a variety of communication disorders, to be acquired in conjunction with academic training, 150 hours of which shall be obtained on the graduate level.

QUALIFICATION REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
LANGUAGE SKILLS
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES
Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and developmental objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication. Maintain a valid Michigan's driver's license.
PHYSICAL DEMANDS
While performing the duties of this job, the employee will regularly sit, walk and stand. Specific vision abilities required by this job include close vision.
WORK ENVIRONMENT
The noise level in the work environment is usually quiet. The employee is directly responsible for the safety, well-being of students.
The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District.
The Livingston Educational Service Agency does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, marital status, or any other legally protected characteristic, in its programs and activities, including employment opportunities.
Inquiries regarding non-discrimination policies should be directed to the Deputy Superintendent, Employee Services Department.