DEFINITION

To identify, evaluate and provide service to student’s age 3-22 who have oral, language, voice, and fluency communication delays and disabilities as described by the six California Standards for the Teaching Profession. 185 duty days annually.

SUPERVISION RECEIVED AND EXERCISED

Under the immediate direction of the principal in each school of assignment and under the general direction of the district level administrator assigned to special programs. 

EXAMPLES OF DUTIES – May include, but are not limited to, the following:

• Cooperates as a member of the student study team (SST) or IEP team for students having or suspected of having disabilities affecting their speech and language development.
• Evaluates students speech and/or language needs in the context of any other areas of suspected disability and in cooperation with resource specialists, school psychologists, special day class teachers, classroom teachers, and any other service providers.
• Adheres to district and site level referral process for screening and evaluating students suspected of having speech and/or language delays which may interfere with educational progress.
• Provides early intervention to students identified and referred by the SST or other such committee in speech and/or language skills in order to remediate deficit areas.
• Provides consultation and guidance to classroom teachers on behalf of students identified and referred by the SST or other such committee in order to address speech and/or language barriers in the classroom, or to provide appropriate and reasonable accommodations in order for these students to benefit from their classroom experience.
• Provides individual and group speech and language therapy, according to District established standards.
• Adheres to the California Standards for the Teaching Profession when instructing students.
• Evaluates student progress according to prescribed speech and language assessment procedures.
• Prepares written progress reports on each student for annual evaluations, and reports such to colleagues, teachers and parents.
• Provides a suitable learning environment and experience which attempts to enhance student attitudes regarding their speech and/or language challenges and best utilize available instructional time.
• Develops annual measurable goals for students requiring service.
• Establishes a method of regular communication with classroom teachers about student speech/language goals and strategies teachers can employ to assist in student progress.
• Performs basic attendance accounting including all required District forms and state reports.
• Attends required meetings called by site principal or other administrator authorized to call meetings.
• Participates in the evaluation of the District speech and language program, and adheres to the intent to employ best practices.
• Maintains competence and awareness of current developments in the field of speech, hearing, and language therapy through participation in professional educational activities, meetings, and conferences.
• Communicates regularly with staff regarding new information, materials, methods, and research encountered.
• Maintains appropriate, legally compliant files and records on each student.
• Demonstrates knowledge of federal and State laws that affect special education through practices and paperwork.
• Maintains individual supplies budget; orders appropriate instructional materials/equipment, supplies and books.
• Perform other duties similar in scope and function to the above as required and assigned.

MINIMUM QUALIFICATIONS

• Possession of any valid credential issued by the State of California to perform the services of a speech and language therapist:
  • Specialist Credential in Special Education – Communication Handicapped
  • Clinical or Rehabilitative Services Credential in Language, Speech, and Hearing with Special Class Authorization
• Cross-cultural Language and Academic Development (or comparable) Certificate
• Computer literate.
• TB and Live Fingerprint clearance. State mandated Keenan online classes.  If applicable, be prepared to submit original transcripts in unopened envelopes.

Ability to:

• Follow Board of Education and district policies, as well as school procedures, rules, and regulations.
• Accept and fulfill assigned responsibilities and duties in a timely and efficient manner.
• Promote a positive professional image by action, communication, and appearance.
• Teach small groups of students in accordance with IEP’s or early intervention assignments.
• Establish and maintain rapport with students, parents, teachers and administrators.
• Establish and maintain cooperative and effective working relationships with those contacted in the course of work.
• Utilize computerized IEP forms.

Experience

Minimum of one year of experience in working with students who have oral, language, voice, and fluency communication delays and disabilities in public schools.  Verified competency in the area of communicating with parents and staff, behavior management, learning disorders and language development

Special Requirements

• Strong commitment to working with students affected by oral communication barriers, and the parents and teachers of these students.
• Ability to speak Spanish will enhance qualifications.
• Employees assigned to multiple sites will be responsible for providing their own transportation to and from each.

Physical Requirements

• Hearing and speaking to exchange information in person and on the telephone.
• Seeing to read, prepare, and proofread documents and perform assigned duties.
• Sitting or standing for extended periods of time.
• Dexterity of hands and fingers to operate a computer keyboard and other office equipment.
• Ability to exert 25 pounds of force frequently to lift, carry, push, pull or otherwise move objects.
• Ability to stoop, climb, stand for long periods of time and perform physical labor, physical mobility and stamina to participate in activities which may be strenuous.

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.

SELECTION PROCEDURE

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A screening committee comprised of the superintendent and other administrators will evaluate the qualifications of each applicant. After review of the screening committees report, the superintendent will select the candidates to be interviewed