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The primary responsibilities include screening, evaluating and providing appropriate services to students with communication disorders (articulation, voice, language, fluency) and helping each student reach his/her maximum potential to understand and use speech in a meaningful way.
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ESSENTIAL FUNCTIONS:
I. Diagnostic: Administering speech and language screening procedures; evaluating, as requested, the speech and language of each referred student with suspected communication disorders; reporting and interpreting findings to the local EMT and/or ARD and, through the committee, recommending referral to other professionals when indicated; utilizing a variety of measures, both formal and informal, that are appropriate for evaluating the various communication disorders; correctly assessing normative data and test findings in the interpretation of diagnostic data; writing evaluations which are clear and objective.
II. Intervention: Developing clear, behaviorally stated goals and objectives for each student recommended for speech and language remediation based on evaluative data; implementing the Individual Educational Plan for each student served, and periodically evaluating the effectiveness of that plan; developing and maintaining a regularly scheduled speech and language program; advising parents, teachers, and the local EMT/ARD on the management of specific students' communication disorders; participating in staffings (EMT, SARD, ARD, AN CARD), school conferences, and parent groups as deemed appropriate by the principal and/or supervisor; complying with procedures outlined in ACES and speech and language programs guidelines handbooks; preparing and submitting CEDS forms according to specified timelines preparing reports requested by school personnel, health department, auditory programs and other agencies as needed and as appropriate; maintaining accurate, current, longitudinal records on each student served according to departmental guidelines; identifying needed specialized equipment and assigned materials and tests and requesting the necessary items for use in the school(s); consulting with teachers to integrate speech and language goals and academic goals for each student's program; developing and maintaining effective relationships with students based on principles of motivation and behavior management; correctly utilizing the criteria for caseload selection and severity rating scales in determining student needs and caseload priorities; implementing reasonable appropriate allocations for observation, testing and paper work associated with providing adequate services to students.
III. Professional: Attending area and countywide professional meetings scheduled for speech-language pathologists; participating in and conducting planned in-service/professional growth activities; following the MCPS administrative procedures as established and explained by the principal, and/or area and central office supervisors; attending faculty meetings and PTA meetings when appropriate in compliance with the negotiated agreement; attending state and national professional meetings, and/or other professional growth activities when appropriate; establishing good working relationships with teachers, speech-language pathologists, other staff, and parents; responding constructively to criticism and suggestions offered by others.
NOTE: This job description is a summary of primary duties and responsibilities of the position. It is not intended to be comprehensive listing of all duties and responsibilities. The Natchez-Adams School District School Board reserves the right to change this description at its discretion.
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ADA COMPLIANCE
Physical Ability:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee frequently is required to stand, walk, and sit.
Sensory Requirements: Some tasks require visual perception and discrimination.
Some tasks require oral communications ability.
Environmental Factors:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
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