• Full-time SLP for one school with a mixed Prek-8th grade caseload working alongside a part-time SLP. This SLP would be focusing mostly on early elementary grades (PreK - 3), supporting a few self-contained classrooms with students identified with ASD.
• Full-time SLP for one high school where all students are enrolled in self-contained classroom settings. Such students have various disabilities including ASD, ID, and MD. The SLP must have knowledge and experience in working with low and high-tech AAC supports, including communication devices. This SLP will have the opportunity to collaborate frequently with two other high school SLPs.
• Immediate Opening Full-time SLP for one Prek-8th grade school with a mixed caseload. There are a few self-contained classrooms comprised of students identified with cognitive deficits (e.g. Down's, ID, etc.). An SLPA is assigned to support this building as well

RESPONSIBILITIES:

• Provide culturally competent speech language and hearing services to students across pre-k, elementary, and secondary grade levels exhibiting a full range of communication disorders including those involving language, hearing, articulation/speech sound disorders, fluency, voice/resonance and swallowing.
• Provide early intervening services/ SRBI through collaborative activities with educators, families, parents and community to eliminate or inhibit the onset and development of communication disorders by minimizing risks and exposure.
• Conducts thorough appropriate, and balanced speech, language, and or/communication evaluations using a comprehensive assessment plan that incorporates standardized and non-standardized procedures and tools.
• Interprets data to determine the nature and severity of a student's communication disorder, delay, or difference and its effect on academic and social performance.
• Participate in the Planning and Placement Team/SRBI process of identifying students who may need assessments to determine a continuum of intervention strategies and/or eligibility for special education or related services.
• Works collaboratively with support personnel to design and implement evidence-based intervention practices that are appropriate to age and learning needs of each individual student.
• Work collaboratively teachers, specialists, and administrators to configure school wide programs that employ a continuum of dynamic service delivery models in the least restrictive environment for students with disabilities and students at risk for academic failure as appropriate.