PERFORMANCE RESPONSIBILITIES

Assessment and Evaluation Conduct speech-language screenings, evaluations, reevaluations, and diagnostic assessments. Interpret assessment results and prepare written reports that clearly identify student strengths and needs. Participate as a member of multidisciplinary teams to determine student eligibility for special education services. Assist in the development of appropriate recommendations, goals, accommodations, and services. Direct Student Services Provide individual and group speech-language therapy to students with communication disorders for both IEP and building level therapy. Develop and implement individualized treatment plans aligned with students' Individualized Education Programs (IEPs). Address communication needs related to articulation, phonology, fluency, voice, expressive and receptive language, pragmatics, and other areas affecting educational performance. Support students who use AAC systems and other assistive technology. IEP Development and Compliance Participate actively in

CPSE/CSE

meetings and annual review meetings. Develop measurable IEP goals and objectives related to communication needs. Maintain documentation required by District, State, and Federal regulations. Monitor and report student progress toward IEP goals in accordance with established timelines. Ensure compliance with all special education mandates and procedural requirements. Collaboration and Consultation Collaborate with general education teachers, special education teachers, psychologists, social workers, occupational therapists, physical therapists, nurses, and administrators to support student success. Consult with staff regarding communication supports, accommodations, and instructional strategies. Provide guidance and training to staff regarding communication development and intervention techniques. Establish positive partnerships with parents and guardians and communicate student progress regularly. Program Support and Professional Practice Assist in identifying and implementing evidence-based practices and interventions. Maintain therapy materials, assessment instruments, and service records. Participate in professional development activities to remain current on best practices in speech-language pathology. Support district initiatives related to inclusive education and student achievement. Attend faculty meetings, department meetings, professional learning communities, and district trainings as required. Data Collection and Reporting Maintain accurate service logs, progress-monitoring data, and Medicaid documentation as applicable. Analyze student performance data to guide instructional and therapeutic decisions. Complete required state and district reports in a timely manner. Other Responsibilities Maintain confidentiality of student records and information. Demonstrate professionalism and ethical conduct consistent with district expectations and professional standards. Perform other duties as assigned by the Director of Special Education, Director of Pupil Personnel Services, or Principal.

KNOWLEDGE, SKILLS, AND ABILITIES

Knowledge of speech and language disorders and evidence-based intervention strategies. Knowledge of special education laws, regulations, and procedures. Ability to establish positive relationships with students, staff, and families. Ability to collect, analyze, and interpret student data. Strong organizational and time-management skills. Effective written and oral communication skills. Proficiency with educational technology and electronic record-keeping systems.

PHYSICAL DEMANDS

Ability to move between classrooms, buildings, and therapy locations. Ability to sit, stand, bend, and interact with students throughout the school day. Ability to lift and transport therapy materials and equipment as needed.

REPORTS TO

Director of Special Education and Building Principal(s)

TERMS OF EMPLOYMENT

Ten-month school year position. Salary and benefits as established by the East Irondequoit Teachers' Association Agreement and Board of Education policies. Minimum starting salary of $49,000 adjusted for experience. Performance evaluated in accordance with District procedures and applicable law. Applicants are required to complete the on-line application. A cover letter, resume, certification(s), college transcripts and placement file may be submitted with the on-line application. All information is required to complete the application process.

Qualifications:

QUALIFICATIONS

New York State certification as a Teacher of Students with Speech and Language Disabilities (TSSLD) or appropriate New York State Speech-Language Pathologist certification/licensure. Master's degree in Speech-Language Pathology or related field. Certificate of Clinical Competence (CCC-SLP) preferred. Experience working with school-aged children with a variety of communication disorders. Knowledge of federal and state special education regulations, including IDEA and Part 200 Regulations. Experience with augmentative and alternative communication (AAC) systems preferred. Strong interpersonal, communication, and collaboration skills. Ability to work effectively with students, families, teachers, administrators, and related service providers. Alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.