|
Role
|
SLP
Responsibilities
|
Team
Responsibilities (SLP is a member)
|
|
Child Find
|
- Provide
staff development and consultation
- Provide
intervention with parents
- Provide
screening
- Participate
in general education intervention process for students whose
communication skills are impeding progress in general education
|
- Provide
staff development and consultation
- Review
information about referred students
- Observe
student
- Provide
screenings when needed
- Ensure
evidence based practices are used
- Involve
parents in the educational planning discussion
|
|
Evaluation and Eligibility Determination
|
- Assist
in determining what assessments are needed based on existing data and
concerns of the child
- Determine
adverse effect of communication skills on academic, social- emotional
and functional skills
|
- Ensure
parental rights are explained and shared with parents in a timely manner
- Secure
parental consent for evaluation
- Review
existing data
- Identify
additional assessment data needed and who will collect it
- Ensure
that the evaluation is completed in the context of students progress in
general education
- Review
evaluation information and determine if child meets eligibility
requirements
- Involve
parents in the evaluation and eligibility decision making
- Write
an integrated evaluation report that makes connections between data
collected
|
|
IEP Development
|
- With
the IEP team, develop the IEP based on baseline data in the PLOP or
report
- Connect
Goals to Content Standards for grade level
|
- Develop
IEP, integrating students strengths and needs into goals identified and
supported by other team members
- Identify
which services will be provided, when and where and by whom
- Involve
parents in the decision making about IEP goals, priorities and future
plans
|
|
Service Delivery
|
- Coordinate services for
children
- Schedule
student services
- Complete
progress reports following district guidelines
- Provide
direct, indirect, services to children, staff and parents
- Provide
transition services as needed
- Provide
services in various settings to support progress in general education
- Keep
data on progress toward goals and attendance
- Use
evidence based practices
-
|
- Ensure
services are coordinated
- Monitor
and report progress of students on IEP goals
- Provide
services collaboratively in a variety of settings
- Incorporate
language goals and interventions into transition to work
- Collaborate
and collect evidence based practices
|
|
Supervision
|
- Abide
by ASHA guidelines for supervision during clinical fellowship year
- Abide
by University/ASHA guidelines for supervision during school practicum
for a university graduate student
|
- Complete
paperwork required by ASHA
- Complete
paperwork required by university
|
|
Adapted from ASHA 1999 Guidelines for
Roles and Responsibilities of the school-Based SLP and Speech-Language
Guidelines for Schools 2005 Kansas
State Department of Education.
|
