Experience:
1-3 years of experience
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Employment Type:
Full time
Posted:
7/20/2019
Job Category:
Speech Language Pathology
Speech Language Pathologist - Bilingual Evaluator
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Job Description

Title

Title Code

Pathologist-Speech and Language-Bilingual Evaluator

D01163

Division/Department

Unit

Grade

Special Education

I

Speech Path Scale

12-Month

Reports To (title only)

Current as of

Program Manager Compliance and Legal Issues

7/15/2019

Position Summary

Is this position exempt from overtime pay?

Yes

As part of a multi-interdisciplinary team performs comprehensive bilingual speech and language evaluation of students suspected of having a disability as defined by IDEA. Works primarily with students and families whose primary language is not English or may have a language other than English spoken in the home. Work involves the administration of tests, assessing student performance using a variety of means, including the use of work samples, psychometrics, and other assessment tools. Completes language dominance screenings. Provides professional development sessions; conducts conferences; completes reports; collects relevant data; works in collaboration with interpreters, schools, and families; and performs other duties as assigned.

Essential Duties & Responsibilities

Does this position have supervisory responsibilities?

No

1. Administers a battery of communication assessments designed to evaluate the student in all areas of suspected disability and are unbiased or reduced biased based on the language and/or culture of the student.

2. Completes language dominance screenings to determine the language for assessment.

3. Administers, analyzes and interprets results of tests.

4. Coordinates with interpreters, school staff, and parents to complete assessments.

5. Attends team meetings to discuss the results of the assessments.

6. Prepares written assessment reports for students summarizing significant findings.

7. Develops and coordinates an evaluation schedule for students recommended for assessment through the IEP process.

8. Conducts follow-up conferences with parents and school staff to assist in making recommendations for further actions.

9. Works in collaboration with the school based IEP team.

10. Provides technical assistance to school staff on working with and assessing linguistically and/or culturally diverse students.

11. Develops and presents school wide and system wide professional development.

12. Performs other duties as assigned.

Minimum Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.

The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made on request to enable individuals with disabilities to perform the essential functions.

Education

* Bachelor's degree in Speech and Language Pathology as required by Maryland State Department of Education. Master's degree is preferred.

Experience

* Two (2) years of successful teaching/therapy experience.
* Two (2) years of successful experience administering and interpreting informal and formal assessments.

Knowledge, Skills, and Abilities

* Possession of bilingual skills, preferably dual language proficiency in English and Spanish.
* Excellent bilingual oral and written communication skills.
* Excellent written and interpersonal skills.
* Demonstrated leadership qualities as a member of a multi-disciplinary assessment team.
* Ability to use specialized assessment and data analysis software.
* Demonstrated ability to effectively work and communicate with diverse populations.
* Demonstrated proficiency with business technology applications (e.g. Microsoft Office Suite-Word, Excel, Outlook, and/or PowerPoint preferred).

Licenses/Certifications

* Certification in Speech and Language Pathology as required by Maryland State Department of Education
* Must hold or be eligible for a National Provider Identifier (NPI) issued by the Centers for Medicare and Medicaid Services (CMS) National Plan and Provider Enumeration System (NPPES) and must be actively enrolled in Maryland Medicaid. Employee not holding NPI or Maryland Medicaid enrollment upon hire must apply for NPI within 10 days of employment and Maryland Medicaid immediately upon receipt of NPI. Employee must retain active NPI and Maryland Medicaid enrollment as a condition of employment.
* Possess a valid Motor Vehicle Operator's license and have daily access to a car.

Career Ladder Requirements

* N/A

Physical Requirements

* As required by the duties and responsibilities of the job.

VR19014

Established: 7/1/2005

About Anne Arundel County Public Schools

AACPS is committed to all children, regardless of race, ethnic background, gender or special needs receiving quality education. Again, thisis addressed specifically in the AACPS plan. The objective states that AACPS will "assure educational environments that provide for optimal academic achievement for all students regardless of, but not limited to race, ethnicity, region, gender, language, social-economic status, or disability". As stated previously a key component of Integrating Success is reading and language arts. The philosophy statement of the Reading/Language Arts department states that "Because each individual is unique in ability, cultural background, and motivation, the reading program applies varied and adaptable approaches, techniques, and instructional materials. Students both learn to read and read to learn. Thus, the AACPS reading program enables all students to reach their literacy potential. This philosophy will serve as the basis for all reading/language arts professional development opportunities offered through Integrating Success. AACPS will also ensure equitable access to and participation in this project by addressing the special needs of all participants, including barriers based on gender, race, color, national origin, disability and age. Parental and family involvement will be provided by the inclusion of the HOST parent initiative. The HOST parent will serve as a liaison between the school and the community. The HOST parents will receive training and support to help students and their families learn through computers and through the use of the information superhighway. Again this is supported in the AACPS plan which states that AACPS will "facilitate the involvement of parents so they can support and promote appropriate student behaviors." A challenging, developmentally appropriate core curriculum based on content and outcomes will be used for all professional development. The staff development classes offered reflect AACPS emphasis on accelerating achievement, by placing the emphasis on the school as "a learning place. Underlying all AACPS professional development opportunities is the belief "It is essential that we strive to establish supervisory and professional development environments devoted to excellence in teaching and that teachers can not accurately assess learning that they themselves have not mastered. The professional development objectives of Integrating Success demonstrate a commitment to integrating technology into the core curricula. Each staff development class will model instructional strategies that will support the integration of technology, problem/project-based learning, cooperative learning and work-based learning. Priorities on issues to address were developed by the use of student data. MSPAP scores for the schools participating in this grant reflect the need to emphasize reading instruction, particularly reading in the content areas. Integrating Success uses the Computer Tutor curriculum and the 7 th & 8th grade reading/language arts, science and social studies curriculum as the vehicle to integrate technology into instruction. Professional development offered to teachers will provide knowledge and skills in both technology and in the core content areas. This training will give teachers access to up-to-date information, school resources, and student data. A variety of staff development models are being used to meet the unique needs of the teachers, media specialist, and HOST parents involved in this project. Stipends will be provided for teachers to participate in staff development activities during the school year and in the summer. Sessions will be offered onsite at the local school and at regional staff development centers. Staff development content was developed by working closely with the Office of Instructional Technology and compliments the offerings of that office. During the summer teachers will be able to work together to develop WebQuests and MiniQuests that integrate technology into the content areas. The WebQuests and MiniQuests will be posted on AACPS' web page so that all schools will have access. In addition, selected teachers will be able to participate in the AACPS Office of Instructional Technology's Summer Technology Institute for advanced technology integration and staff development. Participating teachers will also be encouraged to attend regional and state technology academies. HOST parents will be paid to attend at least three training sessions and are invited to attend all other inservices on a voluntary basis. Furthermore, teachers, media specialists and HOST parents may participate in T3 (Teacher Technology Training) offered in partnership with Anne Arundel Community College, and in ASAP workshops. Teachers and Media Specialists will also have the opportunity to take MSDE credit classes related to technology and technology integration. In addition to the aforementioned staff development opportunities, the Computer Tutor teacher, the Content Literacy teacher and the Media Specialist of the participating schools will serve as a leadership team. This group of key stakeholders will be involved in on-going planning, monitoring, evaluation, and if necessary, the revision of the project plan over time. This group will ensure that the goals of the NSDC standards for Staff Development are met.