Providing services and conducting evaluations and in the following areas: speech-language therapy (SLP), occupational therapy (OT), and physical therapy (PT). Services may be needed at the preschool, elementary, middle, or high school level. Some positions are itinerate or involve travel. The majority of providers must provide services in person. A limited number of positions will be virtual. WCPSS is also seeking SLP/SLP-Assistant teams to serve individual schools with caseloads over the NC DPI caseload cap of 50. ● As it relates to in-person therapy services, needs include: ○ Board licensed OT/PT/SLP with the skills and competency to create and implement treatment plans, provide in-person therapy services, and document therapy services in accordance with the Individualized Education Plan. ○ Board licensed OT/PT/SLP with the skills and competency to provide supplemental aids and services (consultation) and document these services in accordance with the Individualized Education Plan. ○ Board licensed OT/SLP to provide virtual therapy to students and document these services in accordance with the Individualized Education Plan. ○ Board licensed SLP-Assistant with the skills and competency to create therapy materials, conduct therapy, conduct student observations, administer simple screeners, and document services in accordance with the Individualized Education Plan. ● As it relates to conducting evaluations, needs include: ○ OT/PT/SLP with the skills and competency to conduct an in-person comprehensive evaluation to include gathering background and referral information, conduct clinical observations, administer formal and informal assessments, utilize standard and non-standardized assessments as appropriate, collaborate with other providers, interpret the results of the evaluation, provide written reports based on evaluation findings, attend the IEP meeting as a member of the IEP team, propose IEP goals, service delivery type and frequency, aids and supports, and provide training and consultation to classroom staff.
