Speech and Language Pathologist (SLP) - Spanish/English Bilingual Required
- Compensation
- Not disclosed
- Location
- Redwood City, US
- Work setup
- Not specified
- Seniority
- Not specified
- Employment
- Not specified
- Experience
- Not specified
- Category
- Healthcare
- Posted
Skills
Must have
- 1. Masters Degree in Communication Disorders/ Speech and Language Pathology.
- 2. Current ASHA Certificate of Clinical Competency/ ASHA certification.
- 3. Current CA State license for the Speech-Language Pathology, Audiology and Hearing Aid Dispensing Practices Board.
- 4. Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.
- Physical Requirements: Sitting, standing, lifting and carrying (up to 50 pounds), reaching, squatting, climbing stairs, kneeling, and moving light furniture may be required. Adequate vision and hearin
- Safety and Health: Knowledge of universal hygiene precautions.
- Equipment/Material Handled: The Speech/Language Pathologist shall be assigned a variety of evaluation and consulting materials which are to be appropriately stored and accounted for. A reference libra
- Work Environment: The Speech/Language Pathologist shall be assigned office and/or therapy space, amenable to individual, and small group consultations. When working with individual students or groups
- Terms of Employment: Salary and work year to be established by the Redwood City School District.
- An Equal Opportunity Employer
- The Redwood City School District (RCSD) is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on r
- This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and a
- The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of its surrounding communities.
Full description
**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.
Supervisor: Director of Special Education and Site Principal
General Job Description: To facilitate reduction, remediation, or elimination of speech and language impairments which interfere with the individual student’s ability to benefit from the district’s educational program.
Essential Duties and 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.