Long Term Subsitute Speech and Language Pathologist

Hillsborough City School District

Speech and Language Pathologist 

PRIMARY FUNCTION:

Under the direction of the Director of Student Services, the Speech and Language Pathologist provides language, speech, and hearing services for children from three years old through eighth grade. Specific communicative areas within the jurisdiction of the Speech and Language Pathologist include, but are not limited to, receptive and expressive language, social pragmatics, voice, fluency, articulation, and hearing. The Speech and Language Pathologist reports to the Director of Student Services, works in concert with each principal, and is responsible to the State Department of Education.

ESSENTIAL FUNCTIONS:

Participates as an active member of the Child Study Team

Makes referrals for intervention and/or assessment consideration, as appropriate

Conducts assessment for all speech and language referrals in areas of articulation, receptive language, expressive language, voice, and/or fluency, and determines eligibility for special education services as determined by State and Federal law; conducts reassessment for triennials

Prepares and presents written report of assessment results

Collaborates with educational team before, during, and following assessment regarding testing results and development of Individual Educational Plan (IEP)

Writes goals (and objectives, when appropriate) that provide educational benefit to the student

Develops, implements, and monitors IEPs for eligible students with speech/language disabilities and completes all required paperwork; serves students through a variety of methodologies, including direct individual and group support, “push- in services” in the general education class, consultation, collaborative team, and Response to Intervention (RTI)

Develops a schedule to provide services to eligible students

Reviews and reports the progress of students at each grading period

Meets all required deadlines

Provides ongoing consultation and collaboration with site team, district professionals, families, and community concerning the needs of the students

Maintains accurate and complete student records, attendance, service logs, and student progress reports. Ensures all therapeutic make-up sessions are provided in a timely manner

Attends site and district staff meetings; participates in site activities as determined by the principal

Conducts regular professional training to teach staff about age-level communication expectations and support provided by general education staff to reinforce communication improvement. Participates in ongoing professional development

Ensures state compliance for all students with IEPs on caseload

Performs other related duties as required and assigned

EDUCATION:

Master’s Degree in the field of communication disorders and one of the following valid credentials issued by the California State Department of Education:

CERTIFICATION

Required:

Clinical Rehabilitative Services or Speech-Language Pathology Services Credential in Language, Speech, and Hearing with the Special Class Authorization

Possess and maintain a valid California driver’s license

Proof of a negative tuberculosis test

Fingerprint clearance through the district

Strongly Preferred:

Two years of clinical experience providing speech therapy services

Experience working with students with a variety of disabilities and in an educational setting

Strong background in Social Thinking curriculum and application in the treatment of Autism, PDD, and associated regulatory disorders

AAC/AT cerficaon/experience

Experience working collaboratively with families and public schools

DESIRED CHARACTERISTICS:

Ability to function independently, set assessments and evaluate the results, and prepare a program for each student.

Ability to take a leadership role as a case manager

Understand the unique differences and needs of students with disabilities and their parents

Work effectively with students, district personnel, community representatives, interdisciplinary teams, and families

Participate effectively in the IEP team process and work effectively with the instructional team, parents, and community members, and function as a positive, contributing member on an educational team

Work as a strong member of the IEP team, using current best practices for working with students with mild to severe physical, mental, and emotional disabilities

Make oral presentations to large and small groups

Communicate effectively orally and in writing

Properly use and care for the materials and equipment employed in performing services as an occupational therapist

Work independently with minimal direction

Work confidentially with discretion

Develop a schedule and manage me effectively

Assist in the management of the program, interpret and implement rules related to the program, make policy recommendations, evaluate results, and make determinations relevant to effective service delivery

Administer appropriate assessments, interpret developmental history and assessment data, and design and implement appropriate intervention strategies

Perform special handling of students with physical disabilities

Developmental foundations and neurodevelopmental implications as related to learning/behaviors and educational success

The difference of an educational versus medical model in determining appropriate school-based therapy services

PHYSICAL DEMANDS:

The physical demands described herein 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. The employee must have the physical, mental and emoonal stamina to perform the dues and responsibilies of the posion; manual dexterity sufficient to write, use telephone, business machines and make adaptaons to equipment and operate specialized equipment designed for persons with physical disabilities; vision sufficient to read printed materials; hearing sufficient to conduct in person and telephone conversations; speaking ability in an understandable voice with sufficient volume to be heard in normal conversational distance, on the telephone and addressing groups; physical agility to push/pull, squat, twist, turn, bend, stoop, to reach overhead, climb, run, hop, jump, balance and kneel; physical mobility sufficient to move about the work environment (office, district, school or home site-to-site), drive an automobile, and respond to emergency situations; physical strength sufficient to lift 45 pounds; physical stamina sufficient to stand or walk for prolonged periods of time; mental acuity to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions, and make valid judgments and decisions. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Potential exposure to communicable diseases and contact with blood or other body fluids

Potential exposure to physical injury from aggressive behavior

Potential exposure to duplication equipment chemicals

While performing the duties of this job, the employee occasionally works near moving mechanical parts and in outside weather conditions. The noise level in the work environment is usually moderate.

Sitting for extended periods; hearing and speaking to communicate and exchange information; using the telephone and computer for extended periods; sufficient vision to assure accuracy of reports and documents; dexterity of hands and fingers to operate a computer terminal and office equipment; lifting light to medium weight objects; kneeling, bending at waist, and reaching to maintain and retrieve files; drive a car.

NOTE:

This list of Essential Functions and Physical Demands is not exhaustive and may be supplemented as necessary in accordance with the requirements of the job.