REQUIREMENTS:

• Masters degree and Pennsylvania certification in the area of speech correction.
• Continuing education is necessary to maintain competence in the role. Ongoing learning may be achieved through participation in inservice programs, Pace staff development programs or approved university courses, conferences, workshops or meetings. Continuing education is most important in the following areas: research-based speech/language therapy interventions and behavioral best practices, assessment and evaluation, special education regulation and standards, instructional technology, disability awareness, effective communication and team building skills. It is the responsibility of the employee to comply with the requirements of PA Act 48 (completion of 180 continuing professional education hours every 5 years) to maintain an active teaching certificate and completion of the required coursework to obtain his/her Instructional II certification (if applicable). It is also the responsibility of the employee to comply with the requirements of continuing education to maintain licensure (if applicable).
• Successful completion of all required background checks, physical (as required by the PA Department of Education), TB test, professional/personal reference checks and any applicable pre- employment requirements of the position.

Preferred:

• Certificate of Clinical Competence/Experience working with children with emotional/behavioral disorders and/or Autism.

OBJECTIVE:To design and implement speech correction for each student on his/her caseload, in accordance with the Individualized Education Program (IEP) and the mandates of Federal and State special education law and the PA academic standards.

ESSENTIAL FUNCTIONS:

Planning and Organization

• Writes the speech and language Individualized Education Program (IEP) for students on his/her caseload, according to procedures detailed in the Pennsylvania Department of Education’s (PDE) Chapter 14 Regulations and the federal Individuals with Disabilities Education Improvement Act (IDEIA).
• Plans instruction to address the speech and language goals and specially designed instruction on each IEP for the students on his/her caseload.
• Attends IEP and multidisciplinary team meetings when possible.
• Uses the information gained through evaluation of student performance to modify and adapt instructional plans/practices.
• Supports the implementation of special events, including the planning/facilitation of activities and dissemination of explanatory information, to ensure that all programming components are collaborating.

Delivery of Service

• Implements therapy in assigned areas according to the developmental level of the students and the PA academic standards.
• Implements research-based therapeutic strategies to address the goals and specially designed instruction identified on each student’s IEP.
• Designs and uses therapeutic practices that are developmentally appropriate and encourage active student engagement.

Assessment/Evaluation/Documentation

• Reviews files of incoming students to check for existing Individual Education Program (IEP) or mention of speech and language needs in the Evaluation Report (ER) or Reevaluation Report (RR).
• Completes an assessment battery on students who are identified by teachers or parents/guardians as possibly needing therapy or if file review indicates that there is a need to assess for therapy.
• Reassesses all students on caseload in the spring to monitor progress and/or to support decision to discharge.
• Assesses students when requested by the Treatment Team to determine language needs and classroom supports.
• Writes assessment reports for students: a) who are discharged from therapy, b) who are transitioning to another placement and still qualify for therapy, c) when requested by Treatment Team as follow-up to an assessment d) when required to explain a student's specific language needs, e) when the School Psychologist requests assessment and therapy information, progress etc. for new RR, f) when working with another agency or home district to secure augmentative communication devices for students who need assistive devices such as reading pens or communication machines.
• Accurately maintains the computerized student information system and grading software for the students on his/her caseload within the established timelines.
• Completes the IEP Progress Summary for each student on his/her caseload on a quarterly basis for distribution to families and school district representatives.
• Participates in ongoing review and revision of the IEP for each student on his/her caseload within the time lines required, according to procedures detailed in the Pennsylvania Department of Education’s (PDE) Chapter 14 Regulations and the federal Individuals with Disabilities Improvement Act (IDEIA).
• Maintains familiarity with school-wide data collection procedures (i.e., reading and math achievement, use of time-out or calm down room, critical incidents) and utilize data during individual supervision or team meetings to identify areas of concern and modifies programming accordingly.
• Completes Critical Incident Reports and other required documentation comprehensively and within established timelines.

Communication/Teamwork

• Works collaboratively with the Principal, Supervisors and classroom teams to design, implement, evaluate, and modify programming for students.
• Communicates areas of concern and participates in problem-solving activities with collogues across the program.
• Actively participates as needed or requested in classroom team meetings, student case presentation meetings, crisis debriefing meetings, red flag meetings, treatment review meetings, IEP meetings, and multidisciplinary team meetings for the students on his/her caseload.
• Maintains communication with families concerning the progress of students.
• Documents communication with families, school district representatives, and other agency personnel within the established procedures of Pace.
• Maintains communication with the Supervisors and Principal regarding programmatic issues and needs and with outside agencies or resources, as needed.
• Keeps others informed and actively seeks information as needed.

Office Organization/Behavior Management

• Implements the school wide positive support plan with fidelity to provide a functional and orderly office environment for students.
• Implements the behavior management system with fidelity.
• Maintains facilities and the equipment and materials assigned and reports loss or damage to the administration.
• Adheres to the daily schedule and master calendar as developed each school year.
• Designs and implements behavioral support programming for students that reflects a systematic and positive approach, and is in accordance with the rules, regulations, and guidelines of PDE and the Pace policies and procedures
• Maintains certification in Physical Crisis Management and consistently applies knowledge of crisis intervention and behavioral management, such as verbal de-escalation techniques, non- confrontational limit setting, physical restraint management and utilizes the behavioral management program set forth by Pace procedures.
• Utilizes physical restraint/management techniques and procedures, in accordance with Pace policies, as a last resort intervention to keep a student safe from harming him/herself or others.
• Supervises assigned students during therapy sessions, assemblies, and safety drills.
• Perform and/or assist on an as needed basis, to the students’ physical needs, and personal hygiene needs (e.g., diapering, toileting, grooming, feeding, etc.), following safety standards. Additionally, follow proper procedures in handling and disposing of body fluids.
• Participates on bus duty or cafeteria duty as assigned.

PROFESSIONAL RESPONSIBILITIES

• In all forums, models quality interactions/interventions that are consistent with and based on established program practices.
• Maintain and secure student files as per HIPPA regulations.
• Maintains familiarity with “best practices” in education for the purpose of providing effective instruction and behavioral programming for students.
• Maintains familiarity with Pace policies and procedures, and complies with established employment procedures (i.e., use of sick leave, dress code, use of personal cell phone, Internet and email acceptable user policies).
• Reflects and self-evaluates effectiveness of therapy through a variety of methods (i.e., student performance on CBM, video-tape).
• Meets with the Principal for supervision on a regular basis, minimally once per month.
• Participates in professional development goal setting and annual performance evaluation with the Principal according to established procedures and timelines as detailed in the Performance Evaluation policy.
• Actively participates in continuing professional development activities. Reliable transportation will be needed to attend off site trainings or meetings as necessary.
• Interacts with others in a professional manner that demonstrates understanding of the Trauma Informed care.
• Actively participates on, and/or serves as chair of, a school-wide Action Teams that impacts school-wide programming, as assigned or requested.
• Contingent upon staffing needs, you may be required to provide services for the Extended School Year (ESY) Program. Providing services during the ESY program does not impact your assignment for the Academic School Year.
• Performs other duties or responsibilities as may be assigned by supervisor.

POSITION SPECIFICATIONS

Position involves the following physical demands:

Occasionally: activity exists up to 1/3 of the time (8-hour shift = less than 3 hours of total time)

Frequently: activity exists up to 1/3 of the time up to 2/3 of time (8-hour shift = 3-5 hours of total time)

Constantly: activity exists up to 2/3 or more of the time (8-hour shift = 5-8 hours of total time)

SENSORY ABILITIES

• Visual acuity to read written material, computer screen, multimedia screen
• Auditory acuity to be able to use the telephone, interview students/families, conduct/participate in staff meetings, listen to questions/concerns
• Ability to speak clearly and distinctly

SPECIFIC SKILLS

• Must be proficient user of software applications that include word processing, e-mail, spread sheets, student information systems and IEP writing software
• Ability to operate office equipment
• Ability to use technology equipment accurately

OTHER

This position is considered a covered position under the Pennsylvania Department of Welfare, Medical Assistance Bulletin 99-11-05. In accordance with the bulletin, Pace is required to screen covered positions on a monthly basis to determine if they have been excluded from participation in Medicare, Medicaid or any other federal health care program.

The position specifications described here are representative of those that must be met by an employee to successfully perform the essential function of the job. Pace is committed to complying with the Americans with Disabilities Act, as amended (“ADAAA”) and providing equal opportunity employment for qualified persons with disabilities. Employees should consult with Human Resources if he/she believes any modification to the essential functions of the employee’s job is necessary.

STATUS Exempt

WORK SCHEDULE

• 190 days
• Occasional early mornings and evenings
• Available for emergencies and/or on an as-needed extra hour(s) basis.