Full Time Licensed Speech Therapist
About Us:
GEO Academy of EBR is a tuition-free, public charter school that serves students in grades K-12. Our dedicated faculty and staff are committed to providing an outstanding education for the students each day as they transition from elementary to middle school to high school and COLLEGE. We are committed to providing our students with instruction that is standards-based and challenging, that meets the needs of each individual student enrolled. We firmly believe that “through our doors walk college graduates”. Through our partnership with local community colleges our students will be able to take dual credit courses with the opportunity to earn college credit at no cost to the student. Students who attend GEO Academy of EBR will graduate with a minimum of a Core-40 High School diploma and up to 60 college credits and their associate’s degree.
REPORTS TO/TERM:
Principal and Administrative Team
This is a Part Time 10-month position.
NATURE OF WORK:
Utilizing leadership, advocacy, and collaboration, school-based speech-language pathologists provide prevention, assessment, and remediation services for students who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help children meet their educational goals.
Below are the major functions of the speech-language pathologist employed at GEO Prep Academy.
ILLUSTRATIVE EXAMPLES OF WORK:
Major Function: Planning and Oversight
1.1. Contributes to the development of program guidelines as appropriate.
1.2. Cooperates with local education agency, community and/or state programs to affect comprehensive services.
2.1. Attends meetings, such as faculty meetings, Cluster meetings, special education meetings and parent teacher conferences.
2.2. Schedules interventions using a variety of service delivery models, including classroom intervention, consultation/collaboration and pull-out as appropriate to meet student needs in the least restrictive environment.
2.3. Applies a systematic workload model to facilitate the organization of the speech language program within the school.
3.1. Collaborates with school personnel, such as teachers and psychologists, to best meet the needs of all students.
3.2. Meets with related school personnel to coordinate specific objectives for individualized educational programs.
4.1. Keeps data for program planning and decision making for students.
4.2. Submits reports which meet local and state requirements.
4.3. Maintains current files for use by authorized school personnel.
4.4. Safeguards confidentiality of student records.
4.5. Completes records for third party reimbursement accurately and in a timely manner as appropriate.
5.1. Provides services which hold the well-being of each student paramount.
5.2. Guards against conflicts of professional interest.
5.3. Demonstrates knowledge of federal, state and local rules, regulations and laws.
5.4. Complies with established lines of authority within the parameters of professional standards.
Major Function: Screening, Testing, Diagnosing and Advising
1.1. Serves on student intervention team/Individualized Education Program (IEP) team as appropriate.
1.2. Works with other professionals to carry out the screening process.
1.3. Uses appropriate screening instruments.
2.1. Observes students in educational environments.
2.2. Selects appropriate assessments based on individual student needs.
2.3. Administers tests according to acceptable procedures.
3.1. Obtains pertinent case history.
3.2. Obtains data from other professionals and parents.
4.1. Integrates data from a variety of assessment techniques and sources.
4.2. Determines the effects of the student’s impairment in regard to accessing the general curriculum.
4.3. Presents and explains data to IEP Team.
4.4. Prepares evaluation summary.
5.1. Presents information to school personnel about language disorders as they relate to literacy and interactive communication skills.
5.2. Presents information to school personnel about speech disorders (articulation, voice, fluency) and their impact on communication and learning.
5.3. Provides information to parents and teachers about speech, language and hearing development.
5.4. Provides information to school personnel, parents and non-school agencies about current procedures and program guidelines.
5.5. Speaks to community organizations and allied professionals, conducts workshops and provides public information when appropriate.
Major Function: Managing and Conducting Therapy
Demonstrates knowledge and understanding of Louisiana’s Standard Course of Study in management of communicative disorders.
Collaborates/consults with classroom teachers in the management of speech language disorders.
Plans evidence-based interventions appropriate for individual students and groups of students.
3.1. Implements the service delivery model most appropriate to the students’ degree of severity.
3.2. Provides activities commensurate with students’ interests and aptitudes.
3.3. Modifies therapeutic instructional approaches and other functions from data gathered during therapy.
3.4. Selects/implements evidence-based practices which support the goals and objectives of the speech, language and hearing program.
4.1. Designs, selects and/or modifies special curricula/therapy content.
4.2. Uses a variety of equipment, materials, devices and aids.
4.3. Uses systematic and evidence-based intervention strategies to foster communicative competence.
4.4. Provides feedback and reinforcement to students.
5.1. Requests adequate facilities, materials and equipment.
5.2. Uses and maintains facilities, materials and equipment in an optimal manner.
5.3. Arranges therapy environment to create optimum learning conditions.
5.4. Chooses therapy materials to meet the needs, age, cultural differences and interests of individual students.
6.1. Uses systematic procedures for review of student progress.
6.2. Changes activities on basis of student progress.
7.1. Uses language appropriate to the listener.
7.2. Maintains confidentiality of information received.
7.3. Promotes respect for cultural differences.
7.4. Encourages others to understand and respect those with disabilities.
Major Function: Adhering to Local, State, Federal Regulations and Ethical Practices
Completes procedural documentation appropriately.
Demonstrates knowledge and use of statewide testing procedures.
bides by professional code of ethics.
Develops appropriate IEPs based on students’ strengths & needs.
Demonstrates awareness of professional performance in due process matters and litigious environments.
Manages time efficiently.
6.1. Submits to the appropriate person(s) and maintains schedule for speech-language screening, hearing screening, diagnostic assessments, therapy/instructional services and other activities.
6.2. Provides and follows schedules for assigned schools and informs appropriate personnel of departures from schedule.
6.3. Keeps an updated schedule of each student’s therapy.
6.4. Arranges travel time to maximize contact with students and to accomplish other duties.
7.1. Participates in professional meetings, symposia and workshops directly related to the speech-language-hearing profession.
7.2. Reviews speech, language and hearing literature and makes use of new information during therapy and instructional procedures.
7.3. Applies knowledge gained from continuing education activities.
7.4. Explores and disseminates information about new and/or improved methods for serving students.
Major Function: Liaison
1.1. Consults with parents and teachers relative to identified and non-identified students.
1.2. Consults with other personnel such as the principal, nurse, occupational therapist, physical therapist, psychologist, director of exceptional children, social worker, home-school coordinator, guidance counselor, other speech-language pathologists and special educators.
2.1. Gives written information to teachers, parents and others on ways to foster speech language growth.
2.2. Talks with teachers formally and informally about individual student’s needs and progress.
3.1. Requests specific information on individual student’s receiving services from non-school agencies (e.g., clinics, hospitals, physicians, health departments, day care centers, etc.) with signed release of information.
3.2. Gathers general information about services offered by non-school agencies.
3.3. Coordinates students’ therapeutic service with those provided by non-school agencies by telephone, written communication and/or formal meetings.
4.1. Determines needs for referrals, collaborates and consults with audiologist regarding hearing services.
4.2. Performs hearing screenings in a timely manner.
4.3. Collaborates appropriately with other allied health professionals (e.g., physicians, therapists, etc.).