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)
The Speech-Language Pathologist:
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, Multi-disciplinary Team and the Individualized Education Plan 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 AELCPS 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.
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 assuring program consistency and compliance with state and federal rules in all locations.
Collaborates to develop intervention plans with measurable and achievable goals that meet child’s needs and implements them accordingly.
Selects or develops and uses appropriate materials and instrumentation for prevention and intervention, including assistive 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, non-standardized 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.
Salary: Salary commensurate with education and experience. Excellent health benefits and professional development opportunities.
Qualifications: 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.
Internal Number: 12456
About AppleTree Early Learning Public Charter School
Our mission is to close the achievement gap before students enter kindergarten by providing them with the social, emotional, and cognitive skills they need to thrive in school.Founded in 1996, AppleTree is a non-profit organization consisting of a research and development institute and a public charter preschool with campuses across Washington, DC.Together, they produce and use an award-winning instructional model that is implemented at all AppleTree public charter preschools, and at nine other schools and child development organizations across Washington, DC. In 2016, we reach over 2,000 students or one of every seven preschool students in the District of Columbia.AppleTree is proud to help vulnerable children catch up to their peers. In fact, children who enter AppleTree programs below grade level typically graduate at or above it, with a well-rounded foundation to succeed in kindergarten, elementary school, and beyond.