San Francisco Unified School District - COE
Speech-Language Pathologist
  
JOB DESCRIPTION: The speech-language pathologist facilitates the prevention, identification, evaluation, diagnosis and treatment of children with communication disorders. ROLES AND RESPONSIBILITIES: The school-based speech-language pathologist is responsible for the prevention, identification, evaluation, diagnosis and treatment of children/students birth through 21 years of age exhibiting communication disorders. PREVENTION AND CONSULTATION: Consult with parents, teachers, and community agencies concerning normative speech and language development and behavioral manifestations of a student "at risk" for a communication disorder or delay. > Observre and informally interact with referred students in the classroom setting as needed > Informally assess learning environments in relation to communication and assist staff with developing optimal learning environments for the facilitation of communication skills within the classroom setting > Consult with parents regarding the development of speech/ language communication programs/activities, including recommendations for home support of school goals > Consult with parents regarding methods to facilitate optimum communication behaviors > Recommend environmental modifications or strategies for children who are not identified as eligible for special education or related services > Educate and collaborate with site personnel regarding classroom strategies that will enhance communication for all students > Consult with site personnel regarding appropriateness of referral, and identification processes and procedures > Monitor appropriate referrals > Participate as a member of the Student Success Team (SST) in providing suggestions for intervention strategies within the classroom setting for those children with suspected disabilit- ies in the area of communication > Participate as a member of the Student Success Team (SST) in identifying students who may be in need of assessments to determine possible eligibility for special education and related services ASSESSMENT: The speech-language pathologist facilitates the identification of students with communication handicaps by consulting with parents and teachers regarding behaviors that indicate suspected speech, language or hearing disorders; and by screening, observation and standardized (norm referenced) and non standardized (descriptive) assessments. > Conduct functional, comprehensive speech/language assess- ments and evaluations (interpretation of data) to identify students with significant educationally relevant communication disorders in accordance with Federal Mandates, State Regulations and Guidelines and District local policies and procedures. > Use reliable and current assessment tools with a variety of techniques that are functional and based on the reason for referral, e.g., standardized (quantitative), non-standardized (qualitative), curriculum-based portfolio > Complete all assessments within the mandated IDEA timelines > Follow the California and District assessment report format guidelines (EC56327) > Attend and participate in IEP meetings for all students who have received initial and triennial speech/language evaluations as well as annuals, demission, move-ins and change of placement > Determine speech/language eligibility, dismissal and severity of disability based on San Francisco Unified School District Severity Rating Scale (SRS) following requirements in state and federal statutes and regulations that are related to special education programs (Part 30 of the Education Code and Chapter 3 of the California Code of Regulations, Title 5, Education and the Federal IDEA 97) > Make specific recommendations to the Individualized Educa- tion Program (IEP) based on the findings of each assessment and specific to the identified disability as it relates to the core curriculum and the District's Content and Performance Standards > As a member of the IEP Team, determine whether the student with an identified disability requires special education and related services > Conduct formal re-evaluation every three years to indicate progress and prior to dismissal from speech/language services INTERVENTION: Provide direct and indirect service delivery options involving one to one, small group or full class instructions within the classroom or community environment or speech/language treatment room. > Provide direct intervention in a variety of settings, including the general education or special education classroom and speech/language therapy room > Integrate speech/language goals with educational/curriculum objectives > Adhere to service delivery time and frequency as indicated on IEP > Maintain confidentiality of files and caseload record keeping > Provide collaboration and consultation with the classroom teacher to promote literacy > Provide consultation to the teacher on identified students' IEP goals and objectives, adoptions/modifications of the core curriculum or classroom environment > Provide pull-out services only for those students whose IEP'S indicate such a need ACCOUNTABILITY: Follow procedures established by Special Education Services in performing the role of a speech pathologist including adhering to specific guidelines regarding the initial indentification (pre-referral, referral, assessment, report writing, diagnosis, eligibility deter- mination and record keeping) and re-evaluation and dismissal process. > Develop an assessment plan within 15-day timeline of receipt of written request of referral > Hold IEP within 50-day timeline of receipt of signed assess- ment plan > Develop measurable goals and objectives that are student- based, in accordance with core curriculum and the District's Content and Performance Standards > Be prompt and sign in/out at all schools > Notify sites and Special Education Office when absent > Maintain and distribute caseload records monthly (last work- ing day of every month) for compliance purposes as well as for Medi-Cal reimbursement > Attend all meetings, workshops, and professional development activitites as requested and authorized by Special Education Director or Supervisor > Perform additional duties and responsibilities as assigned or requested by SPED Supervisor-DIS or SPED Program Admin- istrator-DIS > Implement 3:1 Service Delivery Model with accountability of fourth week submitted to Special Education office monthly > Dismiss students from speech/language therapy following Exit Criteria and SRS guidelines > Develop (annually) and review (quarterly) IEP goals and object- ives in accordance with the core curriculum and the District's Content and Performance Standards > Maintain Excel data log as record keeping of referrals, time- lines, assessments, IEP and eligibility