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Speech-Language Pathologist

CES (Cooperative Educational Services)
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Why work for CES?

We work with the therapists and the member agencies to find the best match for time and location. CES takes pride in facilitating placement logistics so that you can focus on doing the work you love. Benefits include:

  • Yearly income can exceed $90,000
  • Autonomous, yet supported work
  • Paid Driving time, Mileage & Per Diem
  • Flexible & PRN schedules
  • Medical, Dental, Vision, & Retirement
  • Benefits Available
  • Free Trainings and Professional Development
  • Assessment instruments & therapy materials provided upon availability
  • Placements available state-wide in New Mexico

 

GENERAL OVERVIEW:

Provide input and expertise as to the identification, evaluation, and delivery of services to students with identified disabilities.  Provide instruction to address deficits related to identified disabilities including but not limited to speech language impairments.  Provide treatment for a variety of deficits such as articulation, fluency, voice, expressive, receptive, and social communication.  Communicate, on occasion, with outside medical and developmental service providers for the purposes of identifying student needs.  Many times, serving in part-time capacity for smaller districts/charters/BIE schools that could not find qualified licensed Social Workers.

 

 

MINIMUM REQUIREMENTS:

  • Master’s Degree in Speech Language Pathology
  • Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA)
  • Obtain New Mexico Regulation and Board License
  • Obtain New Mexico Public Education Department license
  • School based experience is preferred, but not required.
  • Already have or obtain a Medicaid Billing number.
  • Effectively communicate with internal and external stakeholders.  
  • New Mexico Driver’s License and current auto insurance.
  • Ability to meet deadlines. 
  • Interpersonal skills with diverse populations in-person and on the telephone.
  • Speech Language Clinical Fellowship Year opportunities available.

PREFERED BACKGROUND:

  • Level 2 or 3 License
  • School based experience preferred but not required.
  • Experienced in the state Medicaid reporting system.
  • Ability to use technology to possibly provide virtual therapy.
  • Ability to establish rapport with youth and their families and maintain positive relationships with students, teachers, and administrators.
  • Effective communication skills, both verbal and written.
  • Flexibility, organization, decision-making and problem-solving skills.
  • Interpersonal skills with diverse populations in-person and on the telephone.

 

KNOWLEDGE/TECHNICAL SKILLS/ABILITIES:

  • Working knowledge of Federal and State laws governing Special Education and adherence to those laws.
  • Prior knowledge or be willing to develop knowledge of the requirements set forth in the New Mexico Technical Evaluation and Assessment Manual (NM TEAM) and the NM TEAM: Identification of Dyslexia Supplemental Narrative and Worksheet. Additionally, the SLP must have or be willing to gain knowledge in developing quality IEPS. All manuals referenced above can be found at: https://webnew.ped.state.nm.us/bureaus/special-education/technical-manuals/
  • Knowledge and expertise in conducting assistive technology evaluations and augmentative and alternative communication needs for clients.

 

ESSENTIAL JOB RESPONSIBILITIES

  • Provide input and expertise as to the identification, evaluation, and delivery of services to students with identified disabilities.
  • Provide instruction to address deficits related to identified disabilities including but not limited to speech language impairments.
  • Provide treatment for a variety of deficits such as articulation, fluency, voice, expressive, receptive, and social communication.
  • Communicate, on occasion, with outside medical and developmental service providers for the purposes of identifying student needs.
  • One-on-one or group speech therapy sessions.
  • Participation in the review of existing evaluation data from various sources (including independent evaluations) to consider what, if any, additional data are needed to determine a student’s eligibility for special education and related services.
  • Conducting initial evaluations and re-evaluations that comply with state evaluation guidelines.
  • Development and or contribution to an Individualized Educational Program (IEP)
  • Attendance at IEP meetings.
  • Consultation with staff, teachers, family, and other ancillary service providers.
  • Documentation of services using district chosen platforms.