Mesa County Valley School District 51

Openings as of 4/1/2025

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Openings as of 4/1/2025
Student Services/Special Service Providers

Occupational Therapist - (Pool posting for the 2025-26 School Year)

JobID: 11156

Position Type:
Student Services/Special Service Providers/Occupational/Physical Therapist

Date Posted:
12/10/2024

Location:
Basil T Knight Center (BTK)

Closing Date:
open until filled

Additional Information: Show/Hide
Position:
Occupational Therapist pool for the 2024-25 school year

$3000 SIGN ON BONUS!

Description:
• Identify and select appropriate, valid, and reliable assessments to measure contextual factors, activity demands, and student factors, as related to academic achievement
• Complete evaluations, observations and/or screenings of a student’s strengths, problems, and potential issues, within the educational setting
• Gather data from record reviews, interviews, checklists, specific observations, and/or collaboration or consultation for effective evaluation planning with the school based team
• Interpret medical records as applied to the educational environment
• Interpret assessment data to develop and refine hypotheses about the student’s academic performance, and effectively communicate, both verbally and in writing, about assessment results, to a variety of audiences, including but not limited to educators, paraprofessionals, parents and students, as appropriate
• Use clinical experience, clinical observation, and professional judgment, as well as, assessment data to plan and develop appropriate and targeted interventions within the context of an IEP team
• Provide appropriate classroom and environmental modifications and accommodations and integrate appropriate equipment, and/or technology devices to facilitate functional and independent skills
• Identify and utilize intervention approaches based on documented evidence-based practices
• Demonstrate the skills needed for the design and application of therapeutic strategies, as based on the defined needs, motivational levels, interests, preferences, and individual backgrounds and characteristics of students
• Create, communicate, and sustain effective collaborative relationships, with relevant individuals, families, schools and communities including participation as members of building Special Education teams and the district OT/PT team
• Document student service, administrative and other departmental records in accordance with the school district, state and federal policies within a timely manner
• Perform other duties as assigned

Job Summary:
Occupational therapy is federally mandated as a related service under Part B of IDEA and is provided to support the student’s Individualized Education Program (IEP). Occupational therapists provide direct and consultative services to improve the students’ ability to access special education services. Occupational therapists assess, analyze, problem solve effectively and demonstrate a high level of professional judgment when recommending and providing services, making environmental modifications and training staff to optimize the students’ ability to participate in the educational environment. Consultation with educational and community personnel, and families is an essential component of the occupational therapist’s roles and responsibilities. Work is self-directed and clinically autonomous.

Qualifications:

Master’s Degree in Occupational Therapy or graduation from an accredited program of Occupational Therapy
Licensure to practice Occupational Therapy in Colorado by DORA
Certification by National Board Certificate of Occupational Therapy (NBCOT)
Colorado Department of Education Special Service Provider License
Valid Driver’s License

Working Conditions:
188 days/year

Application Procedure:
Apply Online

Salary & Benefits:
$65,010.40 - $104,535.52

Hiring Range for External Candidates:
$65,010.40 - $89,542.52

Occupational Therapist/Physical Therapist/School Mental Health Therapist/Social Worker are initially placed according to similar licensed experience. OT/PT/SMHT/SWs new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years. Future increases are calculated based on budget and market conditions. In order to be eligible to move through the salary schedule, employee must have worked the entire second semester.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits

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Openings as of 4/1/2025
Student Services/Special Service Providers

Physical Therapist (Pool for All Positions 2025-26 School Year)

JobID: 11157

Position Type:
Student Services/Special Service Providers/Occupational/Physical Therapist

Date Posted:
12/10/2024

Location:
Basil T Knight Center (BTK)

Closing Date:
open until filled

Additional Information: Show/Hide
Description:
Physical Therapist pool for the school year 2023-24

$3000 SIGN ON BONUS!

Job Summary:
Physical therapy is federally mandated as a related service under Part B of IDEA and is provided to support the student’s Individualized Education Program (IEP). Physical therapists provide direct and consultative services to improve the students’ ability to access special education services. The school physical therapist is expected to evaluate for and implement educationally relevant direct and indirect physical therapy service. Physical Therapists analyze risk, problem solve effectively and demonstrate a high level of professional judgment when recommending and providing services, making environmental modifications and training staff to manage the students’ physical needs. Consultation with educational and community personnel is an essential component of the physical therapist’s roles and responsibilities. Work is self-directed and clinically autonomous.

Identify financial sources for maintaining, repairing and financing adaptive equipment either through district budget or other means.
Evaluate and recommend school improvements for accessibility and environmental modifications.
Participate in budget planning and guideline development relating to equipment and personnel needs
Provide consultation regarding evacuation and emergency procedures for students with disabilities
Identify safety concerns and appropriate interventions, for both the student and staff to prevent injury.
Collect appropriate information from students, parents, other team members and outside agencies
Participate as a member of multiple teams; eg. Physical Therapy and Occupational Therapy department, buildings and Special Education teams
Procure, maintain and inventory equipment materials and supplies.
Provide resources and strategies to promote improved student participation in the home, school and community
Perform other duties and assigned travel

Qualifications:

Licensure to practice Physical Therapy in Colorado by DORA
Minimum 2 years of experience (preferred pediatric experience)
Must have or be eligible for Colorado Department of Education Special Service Provider License
Valid Driver’s License
CPR certified

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Openings as of 4/1/2025
Student Services/Special Service Providers

School Psychologist (Pool for school year 2025-26)

JobID: 11158

Position Type:
Student Services/Special Service Providers/Psychologist

Date Posted:
12/10/2024

Location:
Basil T Knight Center (BTK)

Closing Date:
Open until filled

Additional Information: Show/Hide
Position:
School Psychologist (Pool for school year 2025-26)

Why do our D51 School Psychs prefer D51?

"I love being a school psychologist for District 51! I love that I get the opportunity to utilize all my skills including conducting assessments, meeting with students on an individual basis, and collaborating with my schools' MTSS teams to make a difference at the whole school level." - D51 School Psych

"D51 has several schooling options for students in Grand Junction. This provides the opportunity for School Psychs to work in a variety of settings and capacities across the district." - D51 School Psych

"Grand Junction in general, and School District 51, in particular are a close-knit community for people caring for each other." - D51 School Psych

Description:

Engage in actively providing direct and indirect short-term therapeutic, mental health interventions appropriate to individual needs, circumstances, and environments. These interventions may include individual and/or small group counseling; providing classroom-based social and emotional instruction/intervention; facilitating conflict resolution; as well as providing support to family members or guardians. Interventions may be focused at primary, secondary, or tertiary levels and be goal-oriented to prevent school failure, problematic behaviors, social and/or emotional distress, etc.
Develop and facilitate positive, collaborative partnerships with students, families, community systems and resources, and educational personnel. Activities may include working individually, with small groups, as well as providing in-services and/or materials to parents, school personnel, and/or community systems to enhance knowledge and functionality.
Participate in district activities that align with State of Colorado Medicaid Reimbursement Program standards for schools. This includes maintaining current records and submitting monthly billing statements for eligible students, according to certification guidelines.
Participate in on-going professional growth activities, committees and organizations, both school and community based. They identify and meet yearly professional goals.
Perform other duties as assigned

Job Summary:
School Psychologist will provide a multi-tiered, comprehensive array of services that are available to all students with consideration to their unique developmental and intrinsic qualities. School psychologists are responsible for providing legally and procedurally defensible guidance and team leadership that includes advising allocation of resources and alignment with State and Federal Education Guidelines, procedural safeguards, and ethical practices. School Psychologists work collaboratively in educational settings and participate in the Problem Solving/Multi-Tiered System of Supports process, with the intention of supporting student growth, development, and mastery in social/emotional, academic, and life/vocational domains. School Psychologists work as change agents to enhance best practice and inclusion of all persons in high quality and meaningful educational activities and environments.

Qualifications:

Have or be able to obtain valid Colorado Special Services License in School Psychology.
National School Psychologist Certification (NCSP) is preferred.
Valid Driver's License

Working Conditions:
197 days/year

Application Procedure:
Apply Online

Salary & Benefits:
School Psych Base Pay Salary Schedule Range:
$64,912 - $109,431 based on one (1) FTE at one hundred ninety seven (197) days.

Hiring Range for External Candidates: AT 197 DAYS
$64,912 - $89,967 (School Psychologists with a CDE license are placed on Lane 9)
*School Psychologists are initially placed according to experience. School Psychologists new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits

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Openings as of 4/1/2025
Student Services/Special Service Providers

School Psychologist Intern (Pool Posting for the 2025-26 School Year)

JobID: 11159

Position Type:
Student Services/Special Service Providers/Psychologist Intern

Date Posted:
12/10/2024

Location:
Basil T Knight Center (BTK)

Closing Date:
open until filled

Additional Information: Show/Hide
Position:
School Psychologist Intern (POOL) for the 2024-25 School Year

Description:

Under the direction of a Licensed Psychologist, engage in actively providing direct and indirect short-term therapeutic, mental health interventions appropriate to individual needs, circumstances, and environments. These interventions may include individual and/or small group counseling; providing classroom-based social and emotional instruction/intervention; facilitating conflict resolution; as well as providing support to family members or guardians. Interventions may be focused at primary, secondary, or tertiary levels and be goal-oriented to prevent school failure, problematic behaviors, social and/or emotional distress, etc.
Develop and facilitate positive, collaborative partnerships with students, families, community systems and resources, and educational personnel. Activities may include working individually, with small groups, as well as providing in-services and/or materials to parents, school personnel, and/or community systems to enhance knowledge and functionality.
Participate in on-going professional growth activities, committees and organizations, both school and community based. They identify and meet yearly professional goals.
Perform other duties as assigned

Job Summary:
Under the direction and supervision of a licensed School Psychologist the Intern will provide a multi-tiered, comprehensive array of services that are available to all students with consideration to their unique developmental and intrinsic qualities. School Psychologists Intern will work collaboratively in educational settings and participate in the Problem Solving/Multi-Tiered System of Supports process, with the intention of supporting student growth, development, and mastery in social/emotional, academic, and life/vocational domains.

Qualifications:

Have or be able to obtain valid Colorado Special Services Intern License in School Psychology
Must be enrolled in an approved School Psychologist program
Valid Driver's License

Working Conditions:
197 days/year

Application Procedure:
Apply Online

Salary & Benefits:
School Psychologist Intern Base Pay Salary Schedule Range:
$52,409 - $109,431.40 - based on one (1) FTE at one hundred eighty eight (197) days.

Hiring Range for External Candidates:
$52,409 - $89,967.18 - based on one (1) FTE at one hundred eighty eight (197) days.
*School Psych Interns are initially placed according to experience. Psych Interns new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://d51schools.org/employment/job_opportunities/salary_schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits

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Openings as of 4/1/2025
Student Services/Special Service Providers

Speech Language Pathologist (Pool for All Positions for the 2024-25 School Year)

JobID: 10131

Position Type:
Student Services/Special Service Providers/Speech Language Pathologist

Date Posted:
12/4/2023

Location:
Basil T Knight Center (BTK)

Closing Date:
open until filled

Additional Information: Show/Hide
Position:
Speech Language Pathologist pool for the school year 2024-25

"This district has the most supportive group of SLPs I have ever worked with!" - D51 SLP

$3000 SIGN ON BONUS!

$1500 Stipend Annually for Certificate of Clinical Competency!

Job Summary:
The School Speech-Language Pathologist (SLP) works under the general direction of the assigned Special Education Coordinator and follows federal, state, district and the American Speech and Hearing Association (ASHA) regulations and policies. Serving multiple schools/sites each School SLP provides an individualized series of both direct and indirect services to each student and/or evaluative referral that includes a significant component of compliance and administrative activities. Serving a mixed caseload School SLPs are Case Managers for student’s identified with a Speech and/or Language Impairment and is a supporting team member for students who demonstrate Speech Language communication needs under a different identified disability. Writing, managing, overseeing, reviewing, and adjusting the components of each Individual Education Plan (IEP) along with facilitating and participating in IEP related meetings encompasses the largest portion of the School SLP’s time and efforts. There is also significant administrative and compliance driven duties for the School SLP including Colorado Medicaid Reimbursement procedures. Other responsibilities of this role include collaborations and a wide array of Indirect Services for students reeving Speech-Language services.

Description:
Referrals and Evaluations:

Serving the District’s needs for Speech-Language Pathology services this team of Special Service Providers work throughout the 48+ schools and programs providing evaluative services to determine or identify a speech, language, communication disorder for children/students’ birth – 21 years. Referrals for evaluation come from a variety of sources including but not limited to school staff, parents, peer professionals, and the Child Find Program and may include multiple educational impairments or disabilities. Children referred for SLP evaluation may include a diverse cultural and ethnical background and the School SLP is able to differentiate language disorders with language differences in culturally and linguistically diverse students. Referrals for evaluation and the case information provided are analyzed, reviewed, and discussed with members and if the need is indicated an evaluation plan is developed.
The evaluation encompasses the procedures the School SLP uses to determine a student’s initial and continuing eligibility for SpEd services. SLP collaborates with assessment teams utilizing a broad repertoire of developmentally, culturally, and linguistically appropriate formal and informal assessment strategies to help identify each individuals’ unique communication strengths and challenges. The make-up of special education team members is unique to each student and consist of a variety of District and non-District professionals. Common tests performed include but are not limited to sound delays/disorders, language delays/disorders, fluency disorders e.g. stuttering, and voice disorders. In addition, the School SLP identifies and monitors added literacy risks for students being treated for spoken language difficulties.
SLPs analyze assessment data, integrating information from other professionals to determine specific communication needs, eligibility for services, and for incorporation into Individual Education Plans (IEP). Assessment data guides the identification of appropriate intervention therapies, development, implementation, monitoring, and modifying of programming to serve each student’s needs. Facilitating a timely and collaborative response to referrals, the evaluation process, and the implementation of education plans, the School SLP role provides an expertise regarding the ability to train communication disorders etiology, model communication skills, and in designing augmented communication systems in order to provide a safe and accessible learning environment.

Individual Education Plans:

Written in whole or in part upon identification of a speech/language/communication disorder by the School SLP for students ages 2 - 21. School SLPs are Case Managers for student’s identified with a Speech and/or Language Impairment and is a supporting team member providing services for students who demonstrate Speech Language communication needs under a different identified disability. The IEP describes how the student functions within the classroom as well as details the academic goals the student is working toward. Responsibilities include working with the department’s records staff to request and review documents from outside agencies/providers. The direct specialized instruction and/or indirect services for Speech-Language are designed and developed after evaluating and determining the efficacy of a wide spectrum of prescribed treatments, intervention strategies, assistive communication strategies/devices, and remediation programs. The IEP further details individual special education goals, and allocated service minutes designated toward these goals. The IEP may also identify in collaboration with other IEP Team Members, specific accommodations the student needs to access general education curriculum.
Upon determining the degree of speech delay or disorder, its impact on the student’s education, and subsequent impact to their ability to access the general education curriculum. The School SLP facilitates and/or attends IEP meetings in accordance with individual student plans, including all annual/triannual reviews. These meetings include a portion of time spent with parents and staff to appropriately convey student data and outlines the needs for Speech-Language services. Specialized instruction and services are developed that reflect the reciprocal nature of home, school, and community influences on student achievement. This role implements, monitors and modifies speech-language instruction as needed to enhance student’s ability to reach stated goals. Employee prescribes treatment approaches and goals that align with Colorado Academic Standards and the District’s Strategic goals. Case Management responsibilities includes scheduling, IEP development, meeting facilitation, delivery of Speech-Language interventions (SLI) and the evaluation of progress toward IEP goals. This employee serves as the primary contact for internal and external stakeholders regarding concerns, progress, and plans for SLI students.
?SLPs Augmented, Alternative, Assistive communication equipment and technology for students with limited or restrictive verbal communication abilities. These include both low-tech devices for example pictures, symbols, and core-boards to high-tech equipment including dynamic display and voice output equipment and software. Update and training staff on the use of AAAC materials and devices. Implement state-of-the-art technology to maximize students’ communication skills and model equipment. Design and program augmentative/alternative communication systems. Providing and facilitating staff development and training to teachers and support staff that includes the use of AT/AC equipment

Communications Therapy:

While some therapy may be appropriate for the classroom setting often times the SLP will require a more private setting with small groups and/or one-on-one sessions. The SLP will plan, prepare, and perform the elements identified within the student’s IEP in accordance with the student’s individual abilities, goals, and limitations. Developmentally appropriate SL Services are provided using research, data-driven, and evidenced based practices. This position oversees the integration of therapy goals from individual to small group to classroom and then community environments. Balancing the intricacies of integration with the unique needs of the student requires regular and collaborative communication with team members, family, and other service providers.

Indirect Services:

The School Speech Language Pathologist applies and shares a wide knowledge regarding basic human communication and brain science/functions and the medically fragile including swallowing/feeding processes and biological, neurological, acoustic, psychological, cognitive, developmental disabilities, linguistic, and cultural correlates, in each of the following:
- Communication and swallowing disorders including the appropriate etiologies and characteristics,
- Speech sound production, to encompass articulation, motor planning, and execution phonology,
- Articulation, fluency and fluency disorders i.e. stuttering, fluttering, and atypical speech,
- Voice and resonance, including respiration and phonation,
- Receptive and expressive language, including phonology morphology, syntax, semantics, pragmatics and pre and para linguistic communication,
- The impact of hearing on speech and language development

Qualifications:

Masters of Science in Communication Disorders or Speech-Language Pathology from an accredited institution*,
Valid certification through American Speech-Language Hearing Association and licensed through Colorado Department of Education (CDE) required at hire or within six months of hire;
Preference given for ASHA – Certificate of Clinical Competence (CCC-SLP);
Preference given for prior pediatric and/or adolescent Speech-Language Pathologist experience,
Preference given for Certificate of Clinical Competence from the American Speech and Hearing Association (ASHA);
CPR/AED/QBS Certifications required within one year of hire;

*(Acceptable education and experience are determined at the sole discretion of the District)

Working Conditions:
188 days/year

Application Procedure:
Apply Online

Selection Procedure:
Preference given for ASHA–Certificate of Clinical Competence (CCC-SLP) ASHA

Salary & Benefits:
Speech Language Pathologist Base Pay Salary Schedule Range:
$65,662.76 - $105,575.16 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$65,662.76 - $90,443.04
*Speech Pathologists are initially placed according to experience. Speech Pathologists new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years.

View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits

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Openings as of 4/1/2025
Student Services/Special Service Providers

Speech Language Pathologist (Pool for all positions for the 2025-26 School Year)

JobID: 11155

Position Type:
Student Services/Special Service Providers/Speech Language Pathologist

Date Posted:
12/10/2024

Location:
Basil T Knight Center (BTK)

Additional Information: Show/Hide
Position:
Speech Language Pathologist pool for the school year 2025-26

"This district has the most supportive group of SLPs I have ever worked with!" - D51 SLP

$3000 SIGN ON BONUS!

$1500 Stipend Annually for Certificate of Clinical Competency!

Job Summary:
The School Speech-Language Pathologist (SLP) works under the general direction of the assigned Special Education Coordinator and follows federal, state, district and the American Speech and Hearing Association (ASHA) regulations and policies. Serving multiple schools/sites each School SLP provides an individualized series of both direct and indirect services to each student and/or evaluative referral that includes a significant component of compliance and administrative activities. Serving a mixed caseload School SLPs are Case Managers for student’s identified with a Speech and/or Language Impairment and is a supporting team member for students who demonstrate Speech Language communication needs under a different identified disability. Writing, managing, overseeing, reviewing, and adjusting the components of each Individual Education Plan (IEP) along with facilitating and participating in IEP related meetings encompasses the largest portion of the School SLP’s time and efforts. There is also significant administrative and compliance driven duties for the School SLP including Colorado Medicaid Reimbursement procedures. Other responsibilities of this role include collaborations and a wide array of Indirect Services for students reeving Speech-Language services.

Description:
Referrals and Evaluations:

Serving the District’s needs for Speech-Language Pathology services this team of Special Service Providers work throughout the 48+ schools and programs providing evaluative services to determine or identify a speech, language, communication disorder for children/students’ birth – 21 years. Referrals for evaluation come from a variety of sources including but not limited to school staff, parents, peer professionals, and the Child Find Program and may include multiple educational impairments or disabilities. Children referred for SLP evaluation may include a diverse cultural and ethnical background and the School SLP is able to differentiate language disorders with language differences in culturally and linguistically diverse students. Referrals for evaluation and the case information provided are analyzed, reviewed, and discussed with members and if the need is indicated an evaluation plan is developed.
The evaluation encompasses the procedures the School SLP uses to determine a student’s initial and continuing eligibility for SpEd services. SLP collaborates with assessment teams utilizing a broad repertoire of developmentally, culturally, and linguistically appropriate formal and informal assessment strategies to help identify each individuals’ unique communication strengths and challenges. The make-up of special education team members is unique to each student and consist of a variety of District and non-District professionals. Common tests performed include but are not limited to sound delays/disorders, language delays/disorders, fluency disorders e.g. stuttering, and voice disorders. In addition, the School SLP identifies and monitors added literacy risks for students being treated for spoken language difficulties.
SLPs analyze assessment data, integrating information from other professionals to determine specific communication needs, eligibility for services, and for incorporation into Individual Education Plans (IEP). Assessment data guides the identification of appropriate intervention therapies, development, implementation, monitoring, and modifying of programming to serve each student’s needs. Facilitating a timely and collaborative response to referrals, the evaluation process, and the implementation of education plans, the School SLP role provides an expertise regarding the ability to train communication disorders etiology, model communication skills, and in designing augmented communication systems in order to provide a safe and accessible learning environment.

Individual Education Plans:

Written in whole or in part upon identification of a speech/language/communication disorder by the School SLP for students ages 2 - 21. School SLPs are Case Managers for student’s identified with a Speech and/or Language Impairment and is a supporting team member providing services for students who demonstrate Speech Language communication needs under a different identified disability. The IEP describes how the student functions within the classroom as well as details the academic goals the student is working toward. Responsibilities include working with the department’s records staff to request and review documents from outside agencies/providers. The direct specialized instruction and/or indirect services for Speech-Language are designed and developed after evaluating and determining the efficacy of a wide spectrum of prescribed treatments, intervention strategies, assistive communication strategies/devices, and remediation programs. The IEP further details individual special education goals, and allocated service minutes designated toward these goals. The IEP may also identify in collaboration with other IEP Team Members, specific accommodations the student needs to access general education curriculum.
Upon determining the degree of speech delay or disorder, its impact on the student’s education, and subsequent impact to their ability to access the general education curriculum. The School SLP facilitates and/or attends IEP meetings in accordance with individual student plans, including all annual/triannual reviews. These meetings include a portion of time spent with parents and staff to appropriately convey student data and outlines the needs for Speech-Language services. Specialized instruction and services are developed that reflect the reciprocal nature of home, school, and community influences on student achievement. This role implements, monitors and modifies speech-language instruction as needed to enhance student’s ability to reach stated goals. Employee prescribes treatment approaches and goals that align with Colorado Academic Standards and the District’s Strategic goals. Case Management responsibilities includes scheduling, IEP development, meeting facilitation, delivery of Speech-Language interventions (SLI) and the evaluation of progress toward IEP goals. This employee serves as the primary contact for internal and external stakeholders regarding concerns, progress, and plans for SLI students.
?SLPs Augmented, Alternative, Assistive communication equipment and technology for students with limited or restrictive verbal communication abilities. These include both low-tech devices for example pictures, symbols, and core-boards to high-tech equipment including dynamic display and voice output equipment and software. Update and training staff on the use of AAAC materials and devices. Implement state-of-the-art technology to maximize students’ communication skills and model equipment. Design and program augmentative/alternative communication systems. Providing and facilitating staff development and training to teachers and support staff that includes the use of AT/AC equipment

Communications Therapy:

While some therapy may be appropriate for the classroom setting often times the SLP will require a more private setting with small groups and/or one-on-one sessions. The SLP will plan, prepare, and perform the elements identified within the student’s IEP in accordance with the student’s individual abilities, goals, and limitations. Developmentally appropriate SL Services are provided using research, data-driven, and evidenced based practices. This position oversees the integration of therapy goals from individual to small group to classroom and then community environments. Balancing the intricacies of integration with the unique needs of the student requires regular and collaborative communication with team members, family, and other service providers.

Indirect Services:

The School Speech Language Pathologist applies and shares a wide knowledge regarding basic human communication and brain science/functions and the medically fragile including swallowing/feeding processes and biological, neurological, acoustic, psychological, cognitive, developmental disabilities, linguistic, and cultural correlates, in each of the following:
- Communication and swallowing disorders including the appropriate etiologies and characteristics,
- Speech sound production, to encompass articulation, motor planning, and execution phonology,
- Articulation, fluency and fluency disorders i.e. stuttering, fluttering, and atypical speech,
- Voice and resonance, including respiration and phonation,
- Receptive and expressive language, including phonology morphology, syntax, semantics, pragmatics and pre and para linguistic communication,
- The impact of hearing on speech and language development

Qualifications:

Masters of Science in Communication Disorders or Speech-Language Pathology from an accredited institution*,
Valid certification through American Speech-Language Hearing Association and licensed through Colorado Department of Education (CDE) required at hire or within six months of hire;
Preference given for ASHA – Certificate of Clinical Competence (CCC-SLP);
Preference given for prior pediatric and/or adolescent Speech-Language Pathologist experience,
Preference given for Certificate of Clinical Competence from the American Speech and Hearing Association (ASHA);
CPR/AED/QBS Certifications required within one year of hire;

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Openings as of 4/1/2025
Student Services/Special Service Providers

Speech Language Pathologist Assistant (SLPA)

JobID: 11204

Position Type:
Student Services/Special Service Providers/Speech Language Pathologist Assistant

Date Posted:
1/16/2025

Location:
Basil T Knight Center (BTK)

Date Available:
2024-25

Closing Date:
01/21/2025

Additional Information: Show/Hide
Temporary through May 2025

Job Title: Speech Language Pathologist Assistant (SLPA)
Pay Program: Support Staff	FLSA Status: Non-Exempt
Reports to: Speech Language Pathologist	Pay Range: CH19 $29.74 - $33.13
Work Year: Student Contact Days / 8 Hours

VISION: To Engage, Equip, and Empower Each and Every Student, Each and Every Day.

SUMMARY: This position will assist with delivery of treatment plans provided by a speech language pathologist who serves students with speech language impairments.

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Job Responsibility Descriptions
Responsible for providing speech language therapy services to students according to their Individual Education Program (IEP) goals as developed by the supervising Speech Language Pathologist (SLP). Assist the SLP, teachers and other related service personnel in implementation of individual programs to achieve educational goals as outlined in student’s IEP’s.
Monitor and document student progress toward meeting IEP goals and benchmarks. Report and record progress information on each student and share in consultation with supervising SLP, teachers and the Special Education Coordinator as requested. Maintain and prepare a wide variety of manual and electronic materials to align with student targeted goals and activities.
Assist the SLP with informal documentation for students. Assist in the preparation of lesson plans and instructional materials as requested by the supervising SLP.
Assist in the monitoring and maintenance of all therapy equipment and supplies used within the speech therapy department. Assist in implementing new communication devices and processes as directed by the supervising SLP.
Participate in training activities and assist with speech-language screenings as needed.
Perform other duties as assigned.

EDUCATION AND RELATED WORK EXPERIENCE:

Bachelor Degree in Speech-Communication, Speech-Language Pathology or Communication Disorders, or Speech Sciences from an accredited institution of higher education required*;
Successful completion of Speech-Language Pathology Assistant Program (SLPA) required;
Valid Colorado Department of Education SLPA Certification required;
Minimum two years of experience working with children and/or students, preference given for experience working with speech language pathology services needs students*;
Preference given for credit hours in early-childhood education, education, or healthcare and/or prior school district experience;
Bilingual oral and written skills, English/Spanish, are desirable;
*Acceptable demonstration of education and/or experience is at the sole discretion of the district.

LICENSES, REGISTRATIONS or CERTIFICATIONS:

Must successfully complete a criminal background check required for hire;
Valid Colorado driver’s license or identification required;
Attend and successfully complete all staff development training as required by state law or as directed by supervisor.

TECHNICAL SKILLS, KNOWLEDGE & ABILITIES:
Community Awareness – This Assistant role brings a basic knowledge of local cultural and educational diversity as it relates to understanding special education student learning, behavior support systems, and how District services are provided. This position is responsible for supporting District personnel in understanding how to foster success for all students regardless of gender, race, or ability.
Legal Knowledge Base – Special Service Provider Assistants hold an expectation to possess a base knowledge of and promote and enact federal, state, and District education policies, standards, and procedures. As a Special Education employee this role supports District personnel in understanding and abiding by legal and ethical boundaries as outlined in the:

Every Student Succeeds Act - Title I, Title II, Title III (ESSA 2015),
Individuals with Disabilities Education Act (IDEA, 2004),
Title VI of the Civil Rights Act (1964),
Americans with Disabilities Act (ADA, 1974) and Section 504 of the Rehabilitation Act,
Family Educational Rights and Privacy Act, (FERPA 1974, 2016),
Exceptional Children’s Education Act (ECEA, 2013),
Health Insurance Portability and Accountability Act (HIPPA, 1996).

Other Skills and Awareness – This Assistant role must also possess basic skills that include:

Exceptional oral communication and phone etiquette skills in English;
- Ability to use Spanish oral communication skills is desirable;
Exceptional customer service, and interpersonal relationship building skills;
Exceptional ability to pay attention to detail and work independently as needed with minimal direction and/or supervision;
Well-developed ability to display and explain complex data in an understandable format;
Well-developed writing, organizational, scheduling, report writing and record keeping skills;
Ability to use de-escalation skills to diffuse and manage stressful and fluid situations;
Ability to maintain confidentiality in all aspects of the job; especially related to student issues and IEP reports;
Ability to manage multiple priorities and frequent interruptions in a timely manner;
Ability to be adaptable and flexible with collaborative critical thinking and problem solving capabilities;
Ability to promote and follow Board of Education policies, building and department procedures;
Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic and
educational backgrounds;
Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator.

MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE:

Operating knowledge of and experience with personal computers and peripherals;
Operating knowledge of and experience with office software such as word processing, spreadsheets, and email;
Operating knowledge of and experience with typical office equipment, such as copier, scanner, fax machine, etc.;
Operating level knowledge for the District’s student tracking software required within 30 days of hire.

Salary & Benefits:
View all salary schedules for the current school year at: https://www.d51schools.org/departments111/human-resources/salary-schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/departments111/human-resources/employee-benefits

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Postings current as of 4/1/2025 5:11:34 AM CST.

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