Job Abstract

ESSENTIAL FUNCTIONS/DUTIES
· Develop systematic procedures for the review of diagnostic finding, instructional and clinical methods for uses with designated students.
· Use available methods, techniques, and materials to compare to accomplish the goals and objectives for each designated student.
· Use formal methods for evaluating and documenting the student's progress in achieving specific objectives and terminal goals.
· Participate in the eligibility and planning required for development of the IEP when a communication disorder is present.
· Conduct speech and language therapy programs for specifically selected students and insure that the professional services rendered to students are of the highest quality.
· Maintain a file on each of the students enrolled and be responsible for distribution of progress reports, etc., to administrators and other school personnel.
· Initiate referrals, through appropriate District procedures, to other professional resources when necessary.
· Work with classroom teachers, paraeducators, and parents to implement speech and language programs.
· Provide teacher in-service programs and parent workshops related to development of communication skills.
· Provide consultative services to parents, teachers, and other school personnel.
· Maintain the State School Register and compile data and reports as requested by the District.
· Attend staff meetings and District in-service meetings for the purpose of implementing and improving speech and language services to the students.
· Follow the Code of Ethics as adopted by the Board of Trustee.
· Comply with all provisions of the California Education Code; California Administrative Code, Title V; other governmental codes; and policies, rules, regulations, and procedures of the Board of Trustees.
· Perform such other duties as may be designated by the Principal.

KNOWLEDGE OF:
· Developmental language systems used by the severely and physically disabled population.
· Current communication techniques.
· Appropriate assessment techniques for students exhibiting a wide range of disabilities.
· Non-oral communication techniques.
· Test selection, assessment procedures, and interpretation of test results.
· Assistive and Augmentative communication devices and applications.
· IEP team process and timelines.

SKILL TO:
· Support staff in use of effective strategies and techniques for development and reinforcement of pre-language and language skill.
· Work with students, parents, staff, and community agencies.
· Participate as a member of a multi-disciplinary team in the development and implementation of IEPs.
· Communicate effectively in oral and written forms.
· Keep records and prepare reports.

ABILITY TO:
· Respond to questions, inquires, and complaints from parents, students, teachers, and representatives from other school districts.
· Explain processes and procedures as they apply to the speech and language program.
· Prepare clear and concise reports.
· Establish and maintain effective working relationships with those contacted in the course of work.
· Consult effectively with staff and parents.