Mesa County Valley School District 51
Speech Language Pathologist (Pool for all positions for the
Mesa County Valley School District 51, Grand Junction, Colorado, United States, 81503
Position Type:
Student Services/Special Service Providers/Speech Language Pathologist
Date Posted: 12/10/2024
Location: Basil T Knight Center (BTK)
Position: Speech Language Pathologist pool for the school year 2025-26
"This district has the most supportive group of SLPs I have ever worked with!" - D51 SLP
$3000 SIGN ON BONUS!
$1500 Stipend Annually for Certificate of Clinical Competency!
Job Summary: The School Speech-Language Pathologist (SLP) works under the general direction of the assigned Special Education Coordinator and follows federal, state, district and the American Speech and Hearing Association (ASHA) regulations and policies. Serving multiple schools/sites each School SLP provides
an individualized series of both direct and indirect services to each student
and/or evaluative referral that includes a significant component of compliance and administrative activities. Serving a mixed caseload School SLPs are
Case Managers
for student's identified with a Speech and/or Language Impairment and is a supporting team member for students who demonstrate Speech Language communication needs under a different identified disability. Writing, managing, overseeing, reviewing, and adjusting the components of each
Individual Education Plan (IEP)
along with facilitating and participating in IEP related meetings encompasses the largest portion of the School SLP's time and efforts. There is also significant administrative and compliance driven duties for the School SLP including
Colorado Medicaid Reimbursement procedures . Other responsibilities of this role include collaborations and a wide array of Indirect Services for students reeving Speech-Language services.
Description: Referrals and Evaluations:
Serving the District's needs for Speech-Language Pathology services this team of Special Service Providers work throughout the 48+ schools and programs providing evaluative services to determine or identify a speech, language, communication disorder
for children/students' birth - 21 years . Referrals for evaluation come from a variety of sources including but not limited to school staff, parents, peer professionals, and the Child Find Program and may include multiple educational impairments or disabilities. Children referred for SLP evaluation may include a diverse cultural and ethnical background and the
School SLP is able to differentiate language disorders
with language differences in culturally and linguistically diverse students. Referrals for evaluation and the case information provided are analyzed, reviewed, and discussed with members and if the need is indicated an evaluation plan is developed. The evaluation encompasses the procedures the School SLP uses to determine a student's initial and continuing eligibility for SpEd services. SLP collaborates with assessment teams utilizing a broad repertoire of developmentally, culturally, and linguistically appropriate formal and informal assessment strategies to help identify each individuals' unique communication strengths and challenges. The make-up of special education team members is unique to each student and consist of a variety of District and non-District professionals. Common tests performed include but are not limited to sound delays/disorders, language delays/disorders, fluency disorders e.g. stuttering, and voice disorders. In addition, the School SLP identifies and monitors added
literacy risks for students
being treated for spoken language difficulties. SLPs analyze assessment data, integrating information from other professionals to determine specific communication needs, eligibility for services, and for incorporation into Individual Education Plans (IEP). Assessment data guides the identification of appropriate intervention therapies, development, implementation, monitoring, and modifying of programming to serve each student's needs. Facilitating a timely and collaborative response to referrals, the evaluation process, and the implementation of education plans, the School SLP role provides an expertise regarding the ability to train communication disorders etiology, model communication skills, and in designing augmented communication systems in order to provide a safe and accessible learning environment. Individual Education Plans:
Written in whole or in part upon identification of a speech/language/communication disorder by the School SLP for students ages 2 - 21. School SLPs are
Case Managers
for student's identified with a Speech and/or Language Impairment and is a supporting team member providing services for students who demonstrate Speech Language communication needs under a different identified disability. The IEP describes how the student functions within the classroom as well as details the academic goals the student is working toward. Responsibilities include working with the department's records staff to request and review documents from outside agencies/providers. The direct specialized instruction and/or indirect services for Speech-Language are designed and developed after evaluating and determining the efficacy of a wide spectrum of prescribed treatments, intervention strategies, assistive communication strategies/devices, and remediation programs. The
IEP further details individual special education goals, and allocated service minutes
designated toward these goals. The IEP may also identify in collaboration with other IEP Team Members, specific accommodations the student needs to access general education curriculum. Upon determining the degree of speech delay or disorder, its impact on the student's education, and subsequent impact to their ability to access the general education curriculum. The School SLP facilitates and/or attends IEP meetings in accordance with individual student plans, including all annual/triannual reviews. These meetings include a portion of time spent with parents and staff to appropriately convey student data and outlines the needs for Speech-Language services. Specialized instruction and services are developed that reflect the reciprocal nature of home, school, and community influences on student achievement. This role
implements, monitors and modifies speech-language instruction
as needed to enhance student's ability to reach stated goals. Employee prescribes treatment approaches and goals that align with Colorado Academic Standards and the District's Strategic goals. Case Management responsibilities includes scheduling, IEP development, meeting facilitation, delivery of Speech-Language interventions (SLI) and the evaluation of progress toward IEP goals. This employee serves as the primary contact for internal and external stakeholders regarding concerns, progress, and plans for SLI students. ?SLPs
Augmented, Alternative, Assistive communication equipment and technology
for students with limited or restrictive verbal communication abilities. These include both low-tech devices for example pictures, symbols, and core-boards to high-tech equipment including dynamic display and voice output equipment and software. Update and training staff on the use of AAAC materials and devices. Implement state-of-the-art technology to maximize students' communication skills and model equipment. Design and program augmentative/alternative communication systems. Providing and facilitating staff development and training to teachers and support staff that includes the use of AT/AC equipment Communications Therapy:
While some therapy may be appropriate for the classroom setting often times the SLP will require a more private setting with small groups and/or one-on-one sessions. The SLP will plan, prepare, and perform the elements identified within the student's IEP in accordance with the student's individual abilities, goals, and limitations. Developmentally appropriate SL Services are
provided using research, data-driven, and evidenced based practices . This position oversees the integration of therapy goals from individual to small group to classroom and then community environments. Balancing the intricacies of integration with the unique needs of the student requires regular and collaborative communication with team members, family, and other service providers. Indirect Services:
The School Speech Language Pathologist applies and shares a wide knowledge regarding basic human communication and brain science/functions and the medically fragile including swallowing/feeding processes and biological, neurological, acoustic, psychological, cognitive, developmental disabilities, linguistic, and cultural correlates, in each of the following:
Communication and swallowing disorders including the appropriate etiologies and characteristics , Speech sound production, to encompass articulation, motor planning, and execution phonology, Articulation, fluency and fluency disorders i.e. stuttering, fluttering, and atypical speech, Voice and resonance, including respiration and phonation, Receptive and expressive language, including phonology morphology, syntax, semantics, pragmatics and pre and para linguistic communication, The impact of hearing on speech and language development
Qualifications:
Masters of Science in Communication Disorders or Speech-Language Pathology from an accredited institution*, Valid certification through American Speech-Language Hearing Association and licensed through Colorado Department of Education (CDE) required at hire or within six months of hire; Preference given for ASHA - Certificate of Clinical Competence (CCC-SLP); Preference given for prior pediatric and/or adolescent Speech-Language Pathologist experience, Preference given for Certificate of Clinical Competence from the American Speech and Hearing Association (ASHA); CPR/AED/QBS Certifications required within one year of hire; *(Acceptable education and experience are determined at the sole discretion of the District)
Working Conditions: 188 days/year
Application Procedure: Apply Online
Selection Procedure: Preference given for ASHA-Certificate of Clinical Competence (CCC-SLP) ASHA
Salary & Benefits: Speech Language Pathologist Base Pay Salary Schedule Range: $65,662.76 - $105,575.16 based on one (1) FTE at one hundred eighty eight (188) days.
Hiring Range for External Candidates: $65,662.76 - $90,443.04 *Speech Pathologists are initially placed according to experience. Speech Pathologists new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years.
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits
Date Posted: 12/10/2024
Location: Basil T Knight Center (BTK)
Position: Speech Language Pathologist pool for the school year 2025-26
"This district has the most supportive group of SLPs I have ever worked with!" - D51 SLP
$3000 SIGN ON BONUS!
$1500 Stipend Annually for Certificate of Clinical Competency!
Job Summary: The School Speech-Language Pathologist (SLP) works under the general direction of the assigned Special Education Coordinator and follows federal, state, district and the American Speech and Hearing Association (ASHA) regulations and policies. Serving multiple schools/sites each School SLP provides
an individualized series of both direct and indirect services to each student
and/or evaluative referral that includes a significant component of compliance and administrative activities. Serving a mixed caseload School SLPs are
Case Managers
for student's identified with a Speech and/or Language Impairment and is a supporting team member for students who demonstrate Speech Language communication needs under a different identified disability. Writing, managing, overseeing, reviewing, and adjusting the components of each
Individual Education Plan (IEP)
along with facilitating and participating in IEP related meetings encompasses the largest portion of the School SLP's time and efforts. There is also significant administrative and compliance driven duties for the School SLP including
Colorado Medicaid Reimbursement procedures . Other responsibilities of this role include collaborations and a wide array of Indirect Services for students reeving Speech-Language services.
Description: Referrals and Evaluations:
Serving the District's needs for Speech-Language Pathology services this team of Special Service Providers work throughout the 48+ schools and programs providing evaluative services to determine or identify a speech, language, communication disorder
for children/students' birth - 21 years . Referrals for evaluation come from a variety of sources including but not limited to school staff, parents, peer professionals, and the Child Find Program and may include multiple educational impairments or disabilities. Children referred for SLP evaluation may include a diverse cultural and ethnical background and the
School SLP is able to differentiate language disorders
with language differences in culturally and linguistically diverse students. Referrals for evaluation and the case information provided are analyzed, reviewed, and discussed with members and if the need is indicated an evaluation plan is developed. The evaluation encompasses the procedures the School SLP uses to determine a student's initial and continuing eligibility for SpEd services. SLP collaborates with assessment teams utilizing a broad repertoire of developmentally, culturally, and linguistically appropriate formal and informal assessment strategies to help identify each individuals' unique communication strengths and challenges. The make-up of special education team members is unique to each student and consist of a variety of District and non-District professionals. Common tests performed include but are not limited to sound delays/disorders, language delays/disorders, fluency disorders e.g. stuttering, and voice disorders. In addition, the School SLP identifies and monitors added
literacy risks for students
being treated for spoken language difficulties. SLPs analyze assessment data, integrating information from other professionals to determine specific communication needs, eligibility for services, and for incorporation into Individual Education Plans (IEP). Assessment data guides the identification of appropriate intervention therapies, development, implementation, monitoring, and modifying of programming to serve each student's needs. Facilitating a timely and collaborative response to referrals, the evaluation process, and the implementation of education plans, the School SLP role provides an expertise regarding the ability to train communication disorders etiology, model communication skills, and in designing augmented communication systems in order to provide a safe and accessible learning environment. Individual Education Plans:
Written in whole or in part upon identification of a speech/language/communication disorder by the School SLP for students ages 2 - 21. School SLPs are
Case Managers
for student's identified with a Speech and/or Language Impairment and is a supporting team member providing services for students who demonstrate Speech Language communication needs under a different identified disability. The IEP describes how the student functions within the classroom as well as details the academic goals the student is working toward. Responsibilities include working with the department's records staff to request and review documents from outside agencies/providers. The direct specialized instruction and/or indirect services for Speech-Language are designed and developed after evaluating and determining the efficacy of a wide spectrum of prescribed treatments, intervention strategies, assistive communication strategies/devices, and remediation programs. The
IEP further details individual special education goals, and allocated service minutes
designated toward these goals. The IEP may also identify in collaboration with other IEP Team Members, specific accommodations the student needs to access general education curriculum. Upon determining the degree of speech delay or disorder, its impact on the student's education, and subsequent impact to their ability to access the general education curriculum. The School SLP facilitates and/or attends IEP meetings in accordance with individual student plans, including all annual/triannual reviews. These meetings include a portion of time spent with parents and staff to appropriately convey student data and outlines the needs for Speech-Language services. Specialized instruction and services are developed that reflect the reciprocal nature of home, school, and community influences on student achievement. This role
implements, monitors and modifies speech-language instruction
as needed to enhance student's ability to reach stated goals. Employee prescribes treatment approaches and goals that align with Colorado Academic Standards and the District's Strategic goals. Case Management responsibilities includes scheduling, IEP development, meeting facilitation, delivery of Speech-Language interventions (SLI) and the evaluation of progress toward IEP goals. This employee serves as the primary contact for internal and external stakeholders regarding concerns, progress, and plans for SLI students. ?SLPs
Augmented, Alternative, Assistive communication equipment and technology
for students with limited or restrictive verbal communication abilities. These include both low-tech devices for example pictures, symbols, and core-boards to high-tech equipment including dynamic display and voice output equipment and software. Update and training staff on the use of AAAC materials and devices. Implement state-of-the-art technology to maximize students' communication skills and model equipment. Design and program augmentative/alternative communication systems. Providing and facilitating staff development and training to teachers and support staff that includes the use of AT/AC equipment Communications Therapy:
While some therapy may be appropriate for the classroom setting often times the SLP will require a more private setting with small groups and/or one-on-one sessions. The SLP will plan, prepare, and perform the elements identified within the student's IEP in accordance with the student's individual abilities, goals, and limitations. Developmentally appropriate SL Services are
provided using research, data-driven, and evidenced based practices . This position oversees the integration of therapy goals from individual to small group to classroom and then community environments. Balancing the intricacies of integration with the unique needs of the student requires regular and collaborative communication with team members, family, and other service providers. Indirect Services:
The School Speech Language Pathologist applies and shares a wide knowledge regarding basic human communication and brain science/functions and the medically fragile including swallowing/feeding processes and biological, neurological, acoustic, psychological, cognitive, developmental disabilities, linguistic, and cultural correlates, in each of the following:
Communication and swallowing disorders including the appropriate etiologies and characteristics , Speech sound production, to encompass articulation, motor planning, and execution phonology, Articulation, fluency and fluency disorders i.e. stuttering, fluttering, and atypical speech, Voice and resonance, including respiration and phonation, Receptive and expressive language, including phonology morphology, syntax, semantics, pragmatics and pre and para linguistic communication, The impact of hearing on speech and language development
Qualifications:
Masters of Science in Communication Disorders or Speech-Language Pathology from an accredited institution*, Valid certification through American Speech-Language Hearing Association and licensed through Colorado Department of Education (CDE) required at hire or within six months of hire; Preference given for ASHA - Certificate of Clinical Competence (CCC-SLP); Preference given for prior pediatric and/or adolescent Speech-Language Pathologist experience, Preference given for Certificate of Clinical Competence from the American Speech and Hearing Association (ASHA); CPR/AED/QBS Certifications required within one year of hire; *(Acceptable education and experience are determined at the sole discretion of the District)
Working Conditions: 188 days/year
Application Procedure: Apply Online
Selection Procedure: Preference given for ASHA-Certificate of Clinical Competence (CCC-SLP) ASHA
Salary & Benefits: Speech Language Pathologist Base Pay Salary Schedule Range: $65,662.76 - $105,575.16 based on one (1) FTE at one hundred eighty eight (188) days.
Hiring Range for External Candidates: $65,662.76 - $90,443.04 *Speech Pathologists are initially placed according to experience. Speech Pathologists new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years.
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits