TERMS OF EMPLOYMENT:
Length of position: 189 Contract Days per year
Hours: 7:45am-3:35pm

SUMMARY
The Speech/Language Pathologist (SLP) provides services to students who are deaf and hard of hearing and who may have additional disabilities. The SLP evaluates, provides direct speech/communication services, and provides on-going consultative services to staff regarding communication methodology and strategies needed by students for effective instruction. The SLP works with the division director, other SLPs, and department principals to plan for and provide in-service.

ESSENTIAL FUNCTIONS
Conducts communication evaluations complying with special education procedures including the evaluation of speech, language, augmentative communication and assistive technology needs.
Provide direct services to students as indicated by evaluator and ARD Committee decisions.
Provides in-service training, demonstration teaching and consultation to staff and parents related to communication and language methodologies, strategies and modifications for students who are deaf and who may have additional disabilities.
Develops and implements speech communication and language goals and objectives for students’ individualized education plan and monitors the implementation of the IEP in varied instructional settings.
Conducts and models group communication activities.
Participates as a team member with other professionals in Instructional Services, Residential Services, student staffing meetings, in the Admissions, Review and Dismissal (ARD/Individualized Educational Plan (IEP) process and in the TSD outreach assessment role.
Inventories and maintains assistive technology equipment and augmentative communication materials.
Maintains pertinent records and files; completes student progress reports and SHARS forms.
Communicates and collaborates as needed with the team regarding feeding disorders.
Supervises university students for speech practicum.
QUALIFICATIONS REQUIRED
Master’s Degree in Speech/Language Pathology from an accredited college or university
Successful completion of one semester internship in Speech/Language Pathology
Certification of clinical competency CCC-SLP or CCC-CFY-SLP
Sign Language: The applicant does not need to have sign language skills at hire but will be required to participate in sign language classes offered at TSD until reaching a level of ADVANCED as evaluated on the Sign Language Proficiency Interview (SLPI).
QUALIFICATIONS DESIRED
Proficient signed communications skills.
Experience in a school setting.
Experience working with students who are deaf, hard of hearing, or have multiple disabilities.
Experience managing and conducting student Individual Education Plan (IEP) meetings.
Knowledge, Skills, and Attributes
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.
SUPERVISOR
Supervisor of Related Services

MILITARY OCCUPATION SPECIALTY (MOS) CODE
None Equivalent

It is the Texas School for the Deaf’s (TSD) policy to provide equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), national origin, age, disability, genetic information, political affiliation or belief, or any other characteristic protected by state, federal, or local law. TSD expressly prohibits any form of workplace discrimination or harassment based on any of these characteristics. Retaliation against individuals who oppose unlawful discrimination or participate in an employment discrimination proceeding is also prohibited. This policy applies to all terms and conditions of employment, including hiring, firing, promotions, training, wages, and benefits. In addition to federal law requirements, TSD complies with applicable state and local laws governing nondiscrimination in employment.

Summary of Work:
• Tend to students’ needs (if/when they arise during the overnight hours)
• Make periodic room checks to ensure students are sleeping
• Awaken students in the morning and help them as needed to get ready for school
• Instruct students regarding dressing, health and other personal hygiene skills
• Maintain order, recommend or initiate tother measures to control behavior
• Communicate information via pink note or the infirmary logbook
• Assure completion of daily morning laundry duties
• Help maintain a clean and neat atmosphere in the dorm setting
• Answer telephone and relay messages
• Other duties as assigned by administration
• Monday thru Friday mornings, 12:00am/midnight to 8:00am

Minimum Requirements:
• Requires high school diploma or GED
• Preferred 3 years similar experience
• Knowledge of sign language preferred but not required

Summary or Work:
• Provide supervision to students after school, in residential/dorm setting.
• Overseeing students in daily living, social, leisure, and recreational activities.
• Implement (per direction from Director of Student Life) learning activities such as language projects, field trips, etc.
• Communicate activities and/or incidents through logbooks and reports, etc.
• Assist students with homework and personal problems.
• Prepare orders for work supplies, snacks, or other necessities for proper maintenance and management of dormitory area.
• Schedule and monitor students’ work assignments such as vacuuming, dining room and dorm room cleanup, laundry, snow shoveling, etc.

Minimum Requirements:
• Requires high school diploma or GED
• Preferred 3 years similar experience
• Knowledge of sign language preferred but not required

Summary of Work
• Serve as paraprofessional in classrooms for deaf, hard of hearing and deafblind students.
• Provide 1:1 or small group instruction following teachers lesson plans.
• Chart progress of students as assigned by teacher.
• Implement school and classroom behavior management programs and systems.
• Supervision of students in various settings (classroom, recess, lunch, gym) throughout the day.

Minimum Requirements
• A high school diploma or equivalent. Additional 20 hours of training in Special Education within 9-month of school year. Online training provided through NDSD/RC. At time of recruitment the hiring agency may specify education, certification experience and/or additional qualifications depending on the position to be filled. Certain job types may have additional bona fide occupational qualifications that are either traditionally or legally required. The minimum qualifications stated for the classification do not replace such bona fide requirements.
• Preference for experience with deaf, hard of hearing, or deafblind students.

Summary of Work
• Prepare lesson plans to meet the needs of deaf students.
• Provide instruction using sign language, speech, and written language.
• Maintain record on students.
• Maintain communication with parents.
• Ability to use assessment results to guide programming for students.
• Ability to use audiology results and identify implications.
• Provide the knowledge of specialized methods, strategies, equipment and support needs to deaf/hard of hearing students.

Requirements
• Bachelor’s Degree in Deaf Education or related degree might be considered such as Early Childhood, Elementary Education, or Special Education with ability in or willingness to learn sign language.
• Valid North Dakota teaching certificate
• Ability to communicate with the deaf using various modes of communication including sign language and fingerspelling or willingness to learn sign language.
• Knowledge of deaf culture preferred.

DUTIES AND RESPONSIBILITIES:

Design and provide quality, rigorous instruction aligned to the Kentucky Academic Standards and appropriate to address students’ individualized education programs (IEPs).

Implement a variety of instructional strategies and resources to meet the needs of students who are deaf and hard of hearing with learning and behavior disorders.

Develop and maintain a classroom environment conducive to effective learning.

Confer with parents, administrators, colleagues, and other professionals in the development and implementation of student’s IEPs.

Monitor student progress on a regular basis and provide progress reports to parents as required.

Plan for and provide purposeful guidance to instructional assistants in meeting the academic, social, and physical needs of assigned students.

Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation.

Establish and enforce rules for behavior and policies and procedures to maintain a safe and effective learning environment.

Attend and participate in professional meetings, conferences, and other training opportunities to maintain and improve professional competence. Serve on committees as assigned.

Sponsor and attend extracurricular activities such as clubs, student organizations, academic contests, and athletic events.

Perform other duties as assigned.

MINIMUM REQUIREMENTS:

• Must have valid Kentucky Teaching Certification for Learning and Behavior Disorders (LBD).
• Experience in Deaf/Hard of Hearing Education
• Proficiency in ASL preferred.
• Expected to attain SLPI rating of Intermediate within four years of employment as part of tenure consideration.

DUTIES AND RESPONSIBILITIES:

Responsible for providing specialized support to students with learning behavior disorders.

Collaborates with administrators, teachers and other staff to provide support and guidance on behavior management techniques in a classroom and residential setting.

Implements evidence-based interventions and strategies to address behavioral issues in the classroom and residential setting to promote a productive learning environment, addressing the social, emotional, and educational needs of the students.
Designs and delivers training sessions for teachers and staff on behavior management techniques, de-escalation strategies, and creating inclusive classroom environments.
Conducts comprehensive behavioral assessments to identify students’ needs.
Utilizes various assessment tools to evaluate students’ social, emotional, and educational development.
Participates in Individualized Education Program (IEP) meetings to provide insights and recommendations for students with behavioral challenges.
Provides direct support to students, helping them develop appropriate social and emotional skills.
Monitors the progress of students and adjusts interventions as needed to ensure their effectiveness.
Stays updated on the latest research and best practices in behavior management and special education, sharing this knowledge with colleagues.
Maintains detailed records of assessments, interventions, and student progress.
Adapts behavioral interventions and strategies to meet the unique needs of deaf and hard-of-hearing students.
Performs other duties as assigned.

MINIMUM REQUIREMENTS:

• Must have valid Kentucky Teaching Certification for Learning and Behavior Disorders (LBD).
• Five (5) years of experience in Deaf/Hard of Hearing Education
• Five (5) years of experience working with students with special needs, particularly those with learning behavior disorders.
• Proficiency in ASL preferred.
• Expected to attain SLPI rating of Intermediate within four years of employment as part of tenure consideration.

DUTIES AND RESPONSIBILITIES:

Conducts psychological and educational assessments to identify students’ needs.

Administers and interprets a variety of standardized tests and measures.

Evaluates cognitive, emotional, and social aspects of students’ development.

Provides individual and group counseling to students to address emotional, social, and behavioral issues.

Develops and implements intervention strategies to support students’ academic and personal growth.

Monitors progress and adjusts interventions as necessary.

Collaborates with parents to understand students’ needs and provide guidance on how to support their children at home.

Participates in multidisciplinary team meetings to support the development of Individualized Education Programs (IEPs) for students with special needs.

Responds to and manages school crises, providing immediate support and interventions.

Provides training to teachers, staff, and parents on topics related to child development, learning, and behavior management.

Stays current with developments in the field of school psychology and maintain professional credentials.

Maintains accurate and confidential records of assessments, interventions, and progress.

Prepares detailed reports and provides documentation as required by school policies and regulations.

Performs other duties as assigned.
MINIMUM REQUIREMENTS:

• Must hold valid Kentucky Teaching Certification.
• Must hold valid Certification as a School Psychologist in Kentucky.
• Three (3) years of experience.
• Experience in Deaf/Hard of Hearing Education is preferred.
• Proficiency in ASL preferred.
• Expected to attain SLPI rating of Intermediate within four years of employment as part of tenure consideration.

ESSENTIAL JOB FUNCTIONS INCLUDE BUT ARE NOT LIMITED TO:
*Plan and operate the learning system in the school building.
*Collaborate and actively support other school administrators on campus.
*Articulate, implement, and maintain the school’s vision following the current Strategic Plan.
*Plan, implement, and evaluate instructional programs, including the school’s objectives and strategies.
*Assist grade-level teams/departments and individual teachers to set appropriate goals.
*Plan, develop, and maintain a school climate that fosters high expectations, high student achievement, and sound decision-making.
*Select, assign, evaluate, and develop a staff that will positively impact student learning.
*Supervise and evaluate staff as required by the policies of the school.
*Establish high expectations for student achievement, which are directly and thoughtfully communicated to students and teachers.
*Establish clear rules and expectations for the use of time allocated to instruction.
*Design, implement, and assess comprehensive professional development programs tailored to meet the instructional needs of all staff from grades 1 through 12.
*Plan, design, and operate an internal, external, and personal communication system that utilizes high-quality communication skills in both English and ASL with families and the community.
*Use appropriate human relationship skills when dealing with various individuals and groups within and outside the school system.
*Conduct periodic building/classroom needs assessments.
*Accept and provide appropriate input to develop requests for funding reflective of identified needs.
*Regularly assesses their own professional strengths and weaknesses. Develop an individual professional development plan that includes belonging and participating in professional organizations directly related to the position.
*Maintain the appropriate certification required to hold the position.
*Stay up-to-date with current research and trends in Deaf and bilingual (ASL) education.

This position will support students and staff to ensure the development and implementation of a bilingual educational program for Deaf students in a language accessible environment as well as the provision of an enriched bicultural environment conducive to the development of the optimal social and emotional growth of Deaf students. This position will support the provision of a language enriched environment through the use of American Sign Language, printed word and visual supports to meet the varied needs of Deaf students throughout our school birth – 21 with an emphasis on those that need literacy intervention.

This position primarily provides literacy intervention to students through both direct services as well as training and consultation for teachers, and assessment of students reading ability. In addition, provide support to the classroom teachers in utilizing and implementing appropriate reading programs, provide support through team teaching and coaching to classroom teachers to promote effective reading instruction, and provide information to classroom teachers of best known practices in Reading instruction that supports College- and Career-Ready Standards and bilingual education.

This position will ensure equity and unbiased practices are implemented in the classroom and throughout the system of curriculum and instruction.