Bilingual Speech Language Pathologist

Location: Austin, TX Job Id: 450 # of Openings: 1 Job Title: Bilingual Speech Language Pathologist (SLP) Reports to: Sr. Director of Special Services Days: 195 days Stipend: $3,500 (may be prorated) Location: All Campuses Job Goal The speech/language pathologist (SLP) performs evaluations and therapeutic interventions in the areas of language, articulation, voice, and fluency as described in IDEA 2004, the Texas Administrative Code, and local district policies. Qualifications Education/Certification Master’s Degree in Speech/Language Pathology Texas licensure from the State Board of Examiners or Speech-Language Pathology Certificate of Clinical Competence from ASHA Special Knowledge/Skills Working knowledge of federal laws, state guidelines and local district policies Knowledge of diagnostic procedures, instructional and behavioral modifications and accommodations Understanding of bilingual language acquisition as it impacts assessment and treatment of speech impairment Thorough knowledge of communication disorders including all areas of language, phonological processes, articulation, voice and fluency Excellent oral and written communication skills in both English and Spanish Completion of Clinical Fellowship Year (CFY) CFY completed in public school setting is preferred, but not required MAJOR RESPONSIBILITIES AND DUTIES Adhere to ASHA’s Roles and Responsibilities of Speech-Language Pathologists in the Schools ( including but not limited to: Critical Roles — SLPs have integral roles in education and are essential members of school faculties. Range of Responsibilities — SLPs help students meet the performance standards of a particular school district and state. Collaboration — SLPs work in partnership with others to meet students' needs. Leadership — SLPs provide direction in defining their roles and responsibilities and in ensuring delivery of appropriate services to students. Evaluate the language, articulation, voice, fluency, intellectual, academic, emotional, behavioral and/or adaptive behavioral functioning of referred students. Apply linguistic and cultural understanding to evaluations, treatment, professional interactions, and parent interaction. Administer, score and interpret appropriate evaluation instruments based on district guidelines and the specific needs of the students. Determine eligibility of students for speech / language therapy services. Develop Full Individual Evaluations Reports and IEPs. Observe federal and state timelines for evaluations and written evaluation reports. Schedule, invite required participants, conduct and participate in ARD / IEP meetings. Advocate for students including, but not limited to, requesting additional testing or instructional interventions when indicated. Develop and implement appropriate therapy goals and objectives. Conduct conferences with parents, students and teachers when needed to discuss concerns regarding the student’s program. Work collaboratively with teachers to develop therapy schedules, and provide ongoing support for students in the classroom. Keep accurate records of all contacts with parents and outside professionals. Maintain a file on each student, which meets federal and state requirements involving referral, testing, reporting, goals / objectives and current state of progress. Keep school administrative staff informed of the communication disorders program, schedule and individual student needs. Refer students with voice concerns to ENT when appropriate. Attend team meetings on campus and keep classroom teachers informed of the individual student’s speech / language needs. Participate in campus evaluation teams as needed. View self as a vital member of the instructional team, working together with both general and special education staff. Articulate support of the district’s special education program. Serve on campus committees as requested and appropriate. Keep informed of current issues in evaluation and treatment of communication disorders. Take the initiative to develop professional skills appropriate to job assignment. Abide by the Code of Ethics of ASHA. Attend scheduled Special Education meetings and in-services. Develop and implement in service / training programs for fellow SLPs, teachers and other district personnel. Consult with personnel from outside agencies as appropriate, obtaining consent as needed. Obtain and use evaluative findings, including student achievement data to examine program effectiveness and develop appropriate instructional strategies. Follow all rules, regulations, and policies of the district and follow directives from administrators. Perform other functions that may be assigned by Administration and/or supervisor. Physical Effort and Work Environment Some movement throughout the campus buildings is generally necessary (e.g., standing, walking, stooping, bending, sitting, and/or kneeling). Light lifting of materials and other objects associated with a classroom environment is required (e.g., books, teaching aids, up to approximately 20–40 lbs.). Candidate should be willing to contribute directly or indirectly to the development of children both inside and outside the classroom, which may include working hours in addition to the regular school day. Regular attendance is required for this position. Benefits Free Health Insurance, including major medical, dental, vision, and life (Employee Only) Sustainability Fridays Free Pre-K for Staff Children Professional Development and Coaching 403(b) plan Texas Retirement System Plan Stipends for candidates who meet special program qualifications Additional Information This job description is not an employment agreement or contract. Wayside Schools has the exclusive right to alter this job description at any time without notice. In accordance with applicable laws and Wayside Schools policies, no person shall be excluded from consideration for recruitment, selection, appointment, training, promotion, retention or any other personnel action, or be denied any benefits or participation in any educational programs or activities which it operates on the grounds of race, religion, color, national origin, sex, disability, age or veteran status (except where age, sex, or disability constitutes a bona fide occupational qualification necessary to proper and efficient administration). All new employees must present proof of identity and eligibility to work in the United States. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. #J-18808-Ljbffr