Long Term Substitute Speech Language Pathologist

3 weeks ago

Schenectady, New York, United States Ithaca City School District Full time
Speech Language Pathologist Role

This position reports to the Pupil Services Division and school principal in a midsize urban school district located in the Capital region of Upstate New York.

Key Responsibilities
  • Work across all levels to provide appropriate speech-language services in Pre-K, elementary, middle, junior high, and high schools with no school level underserved.
  • Serve a range of disorders as delineated in the ASHA Scope of Practice in Speech-Language Pathology and federal regulations - work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing.
  • Ensure educational relevance by determining whether the disorder has an impact on the education of students. Therefore, address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals;
  • Provide unique contributions to curriculum based on focused expertise in language. Offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings;
  • Highlight language/literacy by contributing significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings;
  • Provide culturally competent services by ensuring that all students receive quality, culturally competent services. Use expertise to distinguish a language disorder from something else. That something else might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools.
  • Use expertise to ensure a more accurate and appropriate identification of student needs. Also be prepared to address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth;
  • Help students meet the performance standards of a particular school district and state;
  • Engage in preventing academic failure in whatever form those initiatives may take; for example, in Response to Intervention (RTI). SLPs use evidence-based practice (EBP) in prevention approaches;
  • Engage in conducting assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with EBP;
  • Provide interventions that are culturally responsive and appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process;
  • Engage in designing schoolwide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and provide services to other students as appropriate;
  • Engage in data-based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities;
  • Ensure compliance with federal and state mandates as well as local policies in performance of their duties. Activities may include Individualized Education Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development;
  • Engage in collaboration by working in partnership with others to meet students' needs;
  • Complement and augment those services provided by other professionals who also have unique perspectives and skills. Work collegially with general education teachers who are primarily responsible for curriculum and instruction.
About the Schenectady City School District

The Schenectady City School District is one of the largest in the Capital Region, serving a diverse population of nearly 10,000 students. We are committed to ensuring that all children feel valued, are safe, and will learn. We place the highest priority on a culture of equity, ensuring that race, economics, and disability are never predictors of student achievement. Every child in our district counts and will be supported each step of the way, along the path to graduation.

We are committed to hiring members of protected classes and residents of the City of Schenectady. For more information on the District's recruitment and hiring plan, please contact the Human Resources Office at ext. The Schenectady City School District does not discriminate on the basis of age, color, creed, disability, marital status, veteran status, national origin, race, or gender. This policy is in compliance with Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Regulations and By-Laws of the Board of Education of the Schenectady City School District.

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