Job Description

Speech-Language Pathologist at Chicago Public Schools summary:

The Speech-Language Pathologist (SLP) provides speech and language diagnostic and therapeutic services to students within an urban school district. This role involves collaboration with parents and school staff to develop and implement individualized education plans (IEPs) and support students with various speech-language-related issues. SLPs also conduct assessments, maintain records, and participate in multidisciplinary teams to ensure students achieve academic performance standards.

ABOUT CPS: We are an urban district on the rise. The support and resources we provide to our staff enable them to make the greatest difference where it’s needed most. Be a part of the change. Our mission is to provide a high-quality public education for every child, in every neighborhood, that prepares each for success in college, career, and civic life.

Position Title: Speech-Language Pathologist (SLP)

Under the supervision of personnel from the Office of Diverse Learner Supports and Services and in collaboration with the school principal, Speech-Language Pathologists are responsible for the provision of speech and language diagnostic and therapeutic services to students, collaboration with and support of parents and school support staff, and participation as a multidisciplinary team member.

Speech-Language Pathologists are assigned to schools based on the citywide needs of the district. Job requirements related to general and special education services, evaluation, staffing, and mandated therapeutic services are expected.

Specialty Functions :

• A valid license issued by the Illinois State Board of Education and Illinois Department of Professional Regulations endorsed as a Speech Pathologist.
• Perform diagnostic assessments for students needing initial evaluations, re-evaluations, or special evaluations and participate in all meetings/conferences to determine eligibility for and adequacy of services on an annual or as-needed basis
• Support students with a wide range of speech–language-related issues to meet academic performance standards. SLPs work includes prevention, assessment, intervention, and program design efforts that are integrated within a school curriculum in conjunction with teachers, parents, and other relevant stakeholders.
• Complete required supervisory activities of CFY candidates and practicum students as assigned.
• Maintain accurate records and follow established departmental policies and procedures.
• All clinicians participating in the Health Services Management Program (HSMP) must comply with all policies and procedures of the program as detailed in the ChildServe User Manual and the HSMP Reference Manual to ensure the full delivery, accurate recording, and timely reporting of the services provided to students.

Essential Functions:

Within the context of the CPS Framework for Speech-Language Pathologists, all SLPs should utilize a continuous improvement process that refines their practice. Each Speech-Language Pathologist should:

• Provide therapeutic services to eligible students using a continuum of service delivery models;
• Provide diagnostic assessment services to students using the established eligibility and exit criteria;
• Develop and implement IEPs utilizing an educationally-based model with goals aligned to educational standards;
• Participate in required Domain, Problem Solving, FIE, and Annual Review meetings as needed;
• Provide consultation to teachers, parents, and staff;
• Provide staff education training to school staff and parents;
• Program and utilize augmentative/alternative communication systems;
• Participate in activities that support students’ educational programs;
• Attend regional and departmental meetings;
• Complete compliance activities such as daily progress notes, weekly documentation of all services delivered, quarterly report of student achievement (IEP report cards), and monthly caseload statistics;
• Exhibit excellent oral and written communication skills, strong interpersonal skills, and exercise sound professional judgment, especially in interactions with administration, colleagues, families, and students;
• Prioritize student safety through the consistent implementation of the Student Code of Conduct and school-wide systems of management and discipline;
• Personalize student supports through mastery and innovative use of curriculum supplements and technology resources, as available;
• Advocate for the district’s vision and commit to our district’s common themes of equity, cultural competence, high expectations, developmental appropriateness, attention to individual students (including those with special needs), appropriate use of technology, and student assumption of responsibility.

Minimum Qualifications & Requirements:

• A graduate degree in communication disorders or speech pathology from an accredited University or College program.
• Completion of the CPS online application
• A valid license or credential issued by the state licensing board, with the appropriate endorsement(s) for the role.
• Willing to travel to multiple school locations as a citywide speech-language pathologist as needed.

Physical Requirements:

• Light Work: Exerting up to twenty (20) pounds of force occasionally, up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects.

Employment Expectations :

• As a condition of employment with the Chicago Public Schools (CPS), an employee must be a resident of the City of Chicago or be willing to become a resident within six months of the date of his/her employment with Chicago Public Schools. For certain high-needs positions, exemptions to this policy may be available.
• All new hires must satisfactorily complete all CPS onboarding requirements which include, but are not limited to, passing a tuberculosis test, drug test, and state and federal criminal background checks. CPS is a drug and alcohol-free workplace.

Keywords:

speech therapy, language assessment, therapy services, IEP development, student support, diagnostic evaluations, collaboration with teachers, communication disorders, urban education, special education

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