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This job was posted by https://idahoworks.gov : For more information, please see: https://idahoworks.gov/jobs/2506744

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Department of Human Resources\ 118 W. Bullion St., Hailey, ID, 83333

http://www.blaineschools.org\ ph: (208) 578-5000, fx: (208) 578-5110

_____________________________________________________________________________\ \ TITLE: Speech Language Pathologist\ PAY GRADE: Certified Salary Schedule\ FLSA: Exempt\ SUPERVISOR: Building Principal and Director of Special Programs\ TERMS OF EMPLOYMENT: Days as designated per Negotiated Contract. Works on-site according to Principals

designated schedule.\ \ SUMMARY:\ Works with both the general education and special education population evaluating and treating students with\ language disabilities, articulation deficits, fluency disorders, voice disorders, social language deficits, and augmentative\ and alternative communication needs.\ \ MINIMUM QUALIFICATIONS:\ Masters degree in Speech Language Pathology from an accredited institution. Hold a valid Idaho Standard Pupil\ Personnel Certificate endorsed for Speech Language Pathologist K/12. Valid drivers license required. CFY Supervision\ available. Spanish language skills or bilingual/biliterate preferred.\ \ ESSENTIAL DUTIES AND RESPONSIBILITIES: (This list of essential duties is not a comprehensive listing of all functions and\ tasks performed by positions in this class. It does not imply that all positions within the class perform all of the duties\ listed, nor does it necessarily list all possible duties that may be assigned.)\ Participates in building level support teams using an RTI model and evidence-based practice in prevention

approaches.\ Assesses students communication skills (e.g., articulation, fluency, voice/resonance, expressive and receptive

language, etc.) for the purpose of identifying communication disorders, determining special education eligibility, and\ developing individual intervention and education programs.

Ensures educational relevance when working with students with disabilities as to whether the disorder has an impact\ on the education of students (e.g., listening, speaking, reading, and writing).

Addresses personal, social/emotional, academic, and vocational needs that have an impact on attainment of\ educational goals.

Collaborates with a variety of groups and/or individuals (e.g., student, parent, teachers, special education staff,\ physicians, administration, other team members, and other professionals) for the purpose of communication\ information, problem solving, and services in compliance with established guidelines.

Coordinates meetings and processes for eligible students (e.g., testing/screening, IEPs, parent conferences, pre-\ referral staffing, etc.) for the purpose of presenting evaluation results, developing education plans, and/or providing\ training to students/parents/staff.

Provides culturally competent services which distinguish a language disorder from cultural and linguistic differences,\ socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in\ the schools.

Addresses the impact of language differences and second language acquisition on student learning and aids teachers\ in promoting educational growth.

Completes special education documents (e.g., IEPs, eligibility reports, progress reports) in accordance with State and\ Federal special education guidelines.

Provides appropriate individualized programs of therapy to meet individual students needs and treat existing speech\ or language disabilities.

Provides pure tone hearing screening for special education evaluations as requested.\ Responds to inquiries (e.g., parents, teachers, staff, students) for the purpose of providing information and/or

referral as appropri te.

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Administers a thorough assessment and diagnosis of speech and language impairments and assists in the assessment\ and eligibility of other communication related disabilities.

Participates in building and district special education meetings.\ Works with a variety of individuals and agencies (e.g. physicians, private therapy practitioners, social service

agencies, private schools, and vocational rehabilitation) who may be involved in teaching or providing services to\ children and youth.

Creates school-wide programs that employ a continuum of service delivery models in the least restrictive\ environment for students with disabilities and provides services to other students as appropriate.

Supports students with hearing impairments including monitoring e