Community Based Itinerant Speech and Language Pathologist Control Codes

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Job Summary: Provide direct speech and language services on an itinerant basis to children in a variety of community based settings including, but not limited to Head start, childcare centers, and community-based preschools. Provide indirect speech and language services by working with community-based setting program staff in adjusting the environment and/or modifying the instructional methods and materials to meet the individual needs of early childhood students with disabilities.

Essential Functions

• Implement all roles specific to a Speech/Language Pathologist within the school district.
• Screen and evaluate students to determine speech and language needs and develop intervention and therapy services. Assist teams in the assessment and development of interventions for students’ academic and behavioral deficiencies.
• Schedule and provide speech and language therapy to students utilizing integrated or direct service models delivered in an individual, small or whole class setting as individual student needs dictate in the CBO setting.
• Coordinate services and promote collaborative teaming between JMECC and the CBOs for students that are dually enrolled and receiving special education services through VVSD.
• Implement consultation time into the schedule to work with community based program staff on specific student needs. This should take place a minimum of weekly and be prepared to lead discussion related to students on the caseload.
• Collaborate with general education teachers, parents, related service providers and other school staff to identify supports and strategies to embed into the routines of the day to support the student with a disability.
• Educate community-based program staff on evidence based communication practices and implementing the children’s Individualized Education Plans.
• Implement a consistent schedule for providing services and communicate with programs if a change in schedule is needed.
• Consult with teachers, parents and staff to develop intervention strategies, based on review of student assessments that ensures student success and growth.
• Meet regularly and work collaboratively with other Teachers, Parapros and specialists to discuss individual student’s modifications or adaptations, ongoing learning issues, interventions or problems. Work collaboratively with staff to discuss individual student’s modifications or adaptations, ongoing learning issues, interventions and concerns.
• Actively participate on problem solving and intervention teams to facilitate early involvement and resolution to learning and behavioral problems. ? Complete required documentation such as IEP reports, Behavior Intervention Plans, goals or diagnostic evaluations.
• Actively participate on and/or lead school crisis intervention teams.
• Participate or facilitate meetings or activities related to school or student needs as necessary.
• Provide counsel and advice to staff and parents on issues relating to curriculum or instructional methods for students with language deficiencies.
• Establish a safe atmosphere conducive to a positive learning environment. Act as a role model on appropriate behaviors ensuring social and emotional development is progressing normally.
• Enforce and support District and School policies, philosophies and objectives with students and parents.
• Participate in staff development and school improvement activities in order to maintain professional growth. Plan and implement best practices and strategies.
• Participate in events outside of the regularly scheduled work.
• Assist with screening of students on assigned screening days

• Experience implementing IEPs.
• Experience working consultatively and collaboratively with a team of professionals.
• Experience working with students and families of diverse backgrounds OTHER
  
  SKILLS AND ABILITIES
• Understands and celebrates the value of equitable and inclusive services.
• Excellent communication abilities, including verbal and written.
• Excellent organizational abilities and time management skills.
• Ability to interact with other professionals in positive ways to maintain effective working relationships.
• Knowledge, skills, and experience in curriculum development and assessment.
• Commitment to supporting at-risk families.
• Cultural and linguistic competency appropriate to Valley View School District.
• Evidence of relationship-building, communication, and organizational skills.
• Evidence of regular engagement in and desire to continue professional learning, implementation, and reflection
• Ability to develop respect and rapport with colleagues as an educator who embraces the continuous improvement cycle; is supportive of the development of other educators; and is student learning focused.
• Experience with integration of…