The Speech-Language Pathologist supports teachers, administrators, and staff in ensuring that AppleTree Early Learning Public Charter School (AELPCS) provides optimal support to all children, especially those who need extra support in speech and language development. The School Speech-Language Pathologist brings to the educational process an in-depth knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates, in order to provide effective research-based interventions to children and to help regular education teachers and families integrate these strategies into their daily interactions with children.
The Speech-Language Pathologist possesses knowledge of the principles and methods of prevention, assessment, and intervention for children with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.
Specific knowledge is evident in the areas of: articulation; fluency; voice and resonance, including respiration and phonation; receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics); hearing, including the impact on speech and language; swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction); cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning); social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities); communication modalities (including oral, manual, augmentative, and alternative communication techniques and assistive technologies)
Duties and Responsibilities:
Supports Achievement for All Students
Maximizes student achievement, especially those identified for special education and those at-risk of being identified for special education, by implementing a response to intervention instructional model.
Uses information and data from a variety of sources to understand children’s instructional needs and to improve teaching and learning for young children.
Develops an understanding of the school’s mission, culture, response to intervention instructional model and behavior management plan.
Provides specialized consultation to instructional staff to support language instruction.
Participates in school processes designed to help children in need of extra support, including the Student Support Team and the Multidisciplinary Team.
Demonstrates the ability to integrate information pertaining to normal and abnormal development including basic communication processes and the impact of cultural and linguistic diversity on communication.
Identifies and refers clients for services as appropriate.
Participates in all professional development for instructional staff.
Acts as a Resource for Families and the AELPCS Community
Provides professional development on areas of expertise to school personnel.
Establishes cooperative partnerships with parents.
Communicates effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the child, family, caregivers, and relevant others.
Collaborates with other professionals in case management, including the School Principal, the Special Education Manager and the Special Education coordinators..
Demonstrates comprehension of the principles of basic and applied research and research design in order to access sources of research information and ensure the ongoing integration of research principles into evidence-based clinical practice.
Manages the Tier 2 screening process for articulation through professional development, data review, and consultation with Principals and teachers.
Provides Direct Services to Children
Works with children on a one-to-one basis, in small groups and/or directly in a classroom, to overcome difficulties involved with specific disorders.
Writes and implements IEP goals.
Completes all necessary areas of IEP as pertains to Speech.
Maintains accurate special education records and monitors the documentation of special education services provided as required by laws, AELPCS policies, and administrative regulations.
Demonstrates the ability to integrate information about prevention, assessment, and intervention over the range of differences and disorders.
Maintains awareness of campus special education services and IEP meetings, including adherence to required timelines.
Assists with the development of AELPCS special education program, as needed or required, for the purpose of ensuring program consistency and compliance with state and federal rules in all locations.
Collaborates to develop intervention plans with measurable and achievable goals including Individual Education Plan goals that meet child’s needs and implements them accordingly.
Participates in MDT and IEP meetings.
Selects or develops and uses appropriate materials and instrumentation for prevention and intervention,including assisted technology programs.
Measures and evaluates child’s performance and progress.
Modifies intervention plans, strategies, materials, or instrumentation as appropriate to meet the changing needs of child.
Conducts Screening and Evaluations
Conducts screening and comprehensive speech and language evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures in a timely manner.
Collects case history information and integrates information from child’s family, caregivers, teachers, relevant others, and other professionals.
Adapts evaluation procedures to meet child’s needs when necessary.
Interprets, integrates, and synthesizes all information to develop diagnoses and make appropriate recommendations for intervention.
Upholds professional responsibilities
Maintains strict confidentiality with regard to all aspects of student information.
Understands, and practices in accordance with, federal, state, and local laws, statutes, and/or policies that relate to students and families; such as, speech-language pathology, special education, education rights, ethical conduct and privacy.
Maintains necessary ongoing licensure/certification maintenance requirements within specified timelines.
Seeks out professional development opportunities for oneself.
Demonstrates professionalism in all interactions and duties.
Maintains cooperative, respectful and supportive relationships with colleagues.
Allocates time and resources effectively.
Implements all established AELPCS policies and procedures.
Candidates must have a master’s degree in speech - language pathology and one year’s experience serving children. CCC-SLP required. Expected to meet state licensing requirements. Competencies in the areas of speech and language development, anatomy, linguistic and cultural issues affecting multicultural populations, speech and language disorders, clinical procedures in identifying, evaluating, and diagnosing speech language and hearing disorders, habilitation and rehabilitation of speech and language disorders, auditory pathology, and aural habilitation and rehabilitation.
The applicant must be able to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence.
Previous experience working with children with autistic spectrum disorders strongly preferred.
About AppleTree Early Learning Public Charter School
AppleTree’s mission is to close the achievement gap before children get to kindergarten by providing three- and four-year-olds with the social, emotional, and cognitive foundations that enable them to succeed in school.AppleTree is an entrepreneurial enterprise consisting of a research and development institute and a public charter preschool with seven campuses serving as models for effective teac...hing and learning. AppleTree Institute for Education Innovation and AppleTree Early Learning Public Charter School work together to produce and use an award-winning curriculum, teacher professional development, and school support systems.Children who graduate from AppleTree programs have the strong early academic and social-emotional skills they will need in kindergarten, elementary school, and beyond.AppleTree Institute has developed Every Child Ready, a comprehensive instructional model that drives how to teach, what to teach, and how to tell it’s being done in early childhood classrooms. Every Child Ready increases teacher effectiveness and children’s learning, erasing the achievement gap before children begin kindergarten. In 2011-2012, all 31 classrooms of AppleTree Early Learning PCS successfully piloted Every Child Ready. Six other public schools in Washington, DC are implementing Every Child Ready in the 2013-2014 school year.Together, AppleTree’s early childhood programs impact the lives of more than 1,200 children each year.
Back to top
National Association of Secondary School Principals 1904 Association Drive, Reston, VA 20191-1537 P: 703-860-0200