Please note that the salary range indicated is the 2023-24 salary schedule and will be adjusted as new bargained agreement is reached.

The position is eligible for health benefits through the School Employee Benefits Board (SEBB) and retirement through the Department of Retirement Services (DRS).

POSITION SUMMARY

The MISD SLP serves as part of a multidisciplinary team at one or more buildings where s/he accepts referrals for special education, evaluates students suspected of having disabilities in the area of communication, and drafts individualized education plans (IEPs) to provide students with special education services.  SLPs provide these services on a continuum including but not limited to direct and related services, support for school personnel, and supplementary aids and services.  

QUALIFICATION REQUIREMENTS

• Master’s degree and ESA Certification in Speech-Language Pathology. (CFY supervision is available).
• Working knowledge of Washington State rules and regulations for disabled students (WAC).
• Demonstrated desire and ability to work effectively with staff, students and parents from diverse cultural backgrounds.

DESIRED QUALIFICATIONS/CHARACTERISTICS:

• Completion and maintenance of CCCs in SLP is preferred.
• Completion of a de-escalation training, such as Right Response, is preferred. 
• Experience and training in the application of therapeutic strategies for the treatment of articulation, expressive and receptive language, fluency, and voice disorders in students ages 3 - 21.
• Prior experience providing services in a school setting.
• Ability to collaborate positively with general education and special education staff, parents and administrators.
• Experience with a variety of diagnostic instruments appropriate for students.
• Skill and experience working with students who use augmentative and adaptive communication strategies and devices.
• Experience in writing Individual Education Programs (IEP), including working knowledge of using the evaluation to draft appropriate goals and services based on a student’s unique needs.
• Implement the IEP and monitor a student’s progress both toward annual goals and in the general curriculum and initiate appropriate interventions, revisions, and other actions as needed when a student is not making progress.
• Participate actively in IEP development, IEP meetings, and regular communication regarding the implementation of the IEP.
• Ability to maintain a schedule that may include travel between buildings and may require flexible hours dependent upon building(s) where the SLP is assigned.