To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.

GRPS MISSION: Our mission is to ensure that all students are educated, self-directed and productive members of society.

Speech and Language Pathologist (SLP)

Department: Special Education     

Bargaining Unit: Grand Rapids Education Association (GREA)

Salary:Determine by the collective bargaining agreement and a comprehensive benefits package

JOB SUMMARY

The speech-language pathologist provides evaluations and services to students needing individualized support in the areas of speech and language.  The speech-language pathologist collaborates with school teams to increase student achievement through early interventions and services targeting speech, language, and literacy.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Complies with the Michigan Administrative Rules for Special Education (MARSE) that impact speech-language pathologists.
• Completes speech-language evaluations and annual reviews.
• Selects and administers appropriate formal and informal assessments.
• Interprets formal and informal assessments.
• Ensures that all speech-language evaluations for initial referrals and reevaluations are conducted within the required timelines.
• Develops goals and objectives for each student’s Individualized Education Program (IEP) with teachers, staff, and parents that are aligned with core standards.
• Provides speech-language services as indicated on each student’s IEP.
• Maintains accurate, timely records of progress and service.
• Reports progress to parents as scheduled in students’ IEPs.
• Supports school leadership with the development and implementation of Multi-Tiered Systems of Support (MTSS) and Positive Behavior Intervention Support (PBIS) practices in the school.
• Collaborates with school staff and IEP team members to implement effective programs and services.
• Supports staff in developing speech and language intervention strategies.
• Complies with Master Agreement between the GRPS Board of Education and the Grand Rapids Education Association (GREA).
• Participates in the building Student Success Team (SST).
• Participates in district-wide, departmental and Professional Learning Communities (PLC) meetings, as directed by the supervisor of special education.
• Completes Medicaid documentation monthly and Random Moment in Time Studies.
• Collaborates in the development of the Review of Existing Evaluation Data (REED) and Evaluation Plan for three (3) year reevaluations.
• Initiates and maintains ongoing communication with parents and staff to assist with the understanding of speech-language development, evaluation results, and student performance and concerns.
• Demonstrates cultural sensitivity when interacting with students and families of diverse backgrounds.
• Provides home-based activities, when appropriate.
• Assists parents in identifying and/or preparing for summer therapy programs.
• Participates in professional development opportunities.
• Supports individual School Improvement Plans.
• Additional duties as assigned.

QUALIFICATIONS

Education and Experience:

• Master’s degree in Speech-Language Pathology.
• Utilization of therapeutic intervention strategies that support student progress in the general education curriculum.

• ASHA Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP).
• Fulfill special requirements as indicated in Michigan Administrative Rules for Special Education (MARSE), R 340.1796 Teachers of students with speech and language impairment.
• Michigan Board of Speech-Language Pathology, Speech-Language Pathology License

Knowledge, Skills, and Abilities:

• Demonstrated knowledge of Grand Rapids Public Schools Curriculum.
• Ability to align student goals and objectives with content standards.

• Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, and governmental regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exits.  Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

• Ability to apply knowledge of current research and theory to instructional program.
• Ability to plan and implement lessons based on assessment and school 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 clearly and concisely in written and oral communication.

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below 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.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, and hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.

WORK ENVIRONMENT

The noise level in the work environment is usually moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of students.

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.org.