Speech Language Pathologist - Springfield

Job Purpose

The Speech Language Pathologist (SLP) plays a vital role in supporting students’ communication skills to enhance their academic and social success. The role also includes providing direct therapy, supporting classroom instruction, and contributing to the development of an inclusive learning environment. Through evidence‑based practices and compliance with legal and ethical guidelines, the SLP helps ensure that students reach their full communicative potential in the school setting.

Include but not limited to:

• Provide high quality service delivery to all students with active IEPs consistent with best practice in speech-language therapy, as well as school policies.
• Complete and submit to Principal intervention service logs to accurately reflect services provided.
• Provide high quality lesson plans, schedules of services, and other related information to Regional Director of Student Services, Principal, Assistant Principal, and/or Superintendent as required.
• Advocate for students with special needs within the school and community.
• Collaborate with the general education teacher(s) to carryover the speech/language goals/objectives outlined in the IEP. Report to the Principal and Regional Director of Student Services if other professionals are not compliant with collaborative initiatives.

• Serve as coordinator and facilitator of IAT meetings for speech/language referrals.
• Write high quality ETR’s, IEP’s, and IAT reports, consistent with state, federal, Performance Academies, School Sponsor, and ODE guidelines.
• Write and send home high quality progress reports (at least quarterly) for all students with active speech/language IEPs.
• Actively and professionally manage all speech/language referrals, speech/language evaluations, active speech/language IEPs, speech/language IAT/IEP meetings, and comply with all related timelines.
• Forward all appropriate documentation, including, but not limited to kindergarten screenings, completed within 30 days of enrollment, to the Superintendent as appropriate or requested.
• Consistently procure all appropriate signatures for IAT reports, evaluation consents, ETRs, IEPs, or other documents requiring “team” signatures, and/or parent/guardian signatures.
• Forward, in a timely manner, any and all appropriate student documentation to requesting school districts that request student records pertaining to students with speech/language disabilities.
• Forward data collection forms to EMIS Coordinator in a timely manner to be processed in accordance with all state or school imposed deadlines.
• Complete initial evaluations as well as re-evaluations requiring speech/language data, including observations, parent reports, and formal/informal assessments for students referred or identified with special needs.
• Review IEPs and complete re-evaluations in a timely manner as to maintain compliance.
• Maintain electronic special education files, including all required signatures and dates – this includes, but is not necessarily limited to IAT reports, ETRs, IEPs, Medicaid Consent and Evaluation Consent Forms, PR‑01s, and Parent Meeting Invitations.
• Include the general education teacher(s), Principal, and other appropriate professionals routinely in IAT, ETR, and IEP meetings as appropriate or necessary; collaborate with intervention specialists, general education teachers, and other professionals as appropriate in the writing of ETRs, IEPs and other documents, as needed.
• Implement the State of Ohio Model Policies and Practices for Students with Disabilities to the fullest extent possible.
• Stay abreast of any and all changes in policies, procedures, best practices, or guidelines per State of Ohio, IDEIA, or general standards in speech therapy/speech pathology as it pertain to students with disabilities and serving and assessing students with speech/language disorders.

• Work to the fullest extent possible to always include parents/guardians in all educational decision‑making pertaining to their child; ensure they are active participants in the IAT, ETR, and IEP processes.
• Include parent/guardians in meetings; schedule…