Speech and Language Pathologist (SLP) - Spanish/English Bilingual Required

Redwood City School District•Redwood City, CA

10d•Hybrid

About The Position

REDWOOD CITY SCHOOL DISTRICT SPEECH/LANGUAGE PATHOLOGIST RCSD takes pride in our dedicated workforce and strong connection with our students, families, and community. Our highly dedicated and skilled team of professionals provides a safe and supportive, inspirational and rigorous, joyful and inclusive environment for all learners. We are looking to build our workforce with a staff who share this vision and want to instill passion in learning emphasizing student strengths and gifts for all learners: all abilities, all ethnicities and cultural identities, LGBTQ+ youth, and multilingual learners.

Requirements

Masters Degree in Communication Disorders/ Speech and Language Pathology.
Current ASHA Certificate of Clinical Competency/ ASHA certification.
Current CA State license for the Speech-Language Pathology, Audiology and Hearing Aid Dispensing Practices Board.
Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.
Spanish/English Bilingual Required

Responsibilities

Organize and conduct identification program of students with potential speech/language difficulties.
Evaluate speech and language functions.
Plan the clinical program for students who have been identified as speech/language impaired, Speech Impaired, and/or students having related disabilities with communication needs (i.e. Intellectually Disabled, Autistic, etc.).
Implement the clinical program.
Comply with State Standards, District Policies, and ASHA Guidelines in the processes of referral, screening, and placement: a. Follow district procedures for screening, pre-intervention and/or referring students needing a speech/language evaluation. b. Complete comprehensive and appropriate evaluations according to State Standards, District Guidelines, and ASHA Guidelines. c. Provide a complete diagnostic summary report including a summary of evaluation information and educational relevance. Complete IEP paperwork in a timely manner. d. Cooperate with the Individualized Education Plan Committee, recommending/planning for program services in compliance with State Standards. e. When appropriate, make referral for further evaluation.
Obtain and use diagnostic information: a. Participate in building committee (e.g., Student Assistance Teams, School Support Team) in order to provide pre-referral interventions, screening, and/or evaluation referral information. b. Administer appropriate assessments for each area of suspected speech/language impairment. c. Demonstrate understanding and use of the principles of diagnostic evaluation and interpretation. d. Maintain on-going assessment to verify progress toward established goals.
Demonstrate program management skills: a. Maintain communication with the building faculty regarding the role of the SLP. b. Maintain a physical environment conducive to learning. c. Develop work schedule(s), which will fit the needs of the students, school, and faculty. d. Report to building principal(s) and Director of Special Education.
Implement Intervention Program. a. Develop and maintain the instructional component of the IEP according to the results of the evaluation and on-going assessment of progress. b. Develop long-range goals and specific objectives. c. Complete daily notes for each student in a timely manner. d. Include methods and materials in planning. e. Document student progress, attendance, etc. f. Use a variety of approaches and materials to address the IEP that are compatible with the student’s age and interest, and abilities. g. Stay abreast of and implement new instructional strategies. h. Attend workshops, in-service training, University programs to obtain up-to-date information in the area of speech and language and maintain required certifications and licensure. i. Implement instructional activities in a logical sequence. j. Provide therapeutic intervention with students to enhance student performance.
Complete Medicaid billing for services provided to students in an efficient, comprehensive, and timely manner.
Participate in state testing by becoming a test administrator for students with modifications/accommodations when needed.
Other tasks as may be deemed appropriate and necessary by the immediate supervisor and/or the Superintendent.