Speech-Language Pathologist

Position Summary:

The Middle School Speech-Language Pathologist (SLP) provides comprehensive speech, language, communication, voice, fluency, and swallowing services to students identified with communication disorders. The SLP evaluates students, develops and implements Individualized Education Programs (IEPs), provides direct and consultative services, collaborates with multidisciplinary teams, and supports students in accessing the general education curriculum. The position ensures compliance with the Individuals with Disabilities Education Act (IDEA), Section 504, Rhode Island Department of Education (RIDE) regulations, and district policies while promoting student achievement in the least restrictive environment (LRE).

The Speech-Language Pathologist serves as a critical member of the special education team by providing evidence-based interventions, conducting assessments, consulting with educators and families, and supporting inclusive educational practices. The position requires adherence to professional standards established by RIDE, the Rhode Island Department of Health (RIDOH), and the American Speech-Language-Hearing Association (ASHA).

Performance Responsibilities:

Conduct speech-language evaluations and re-evaluations to determine eligibility for special education and related services. Administer and interpret formal and informal assessment instruments to identify communication disorders affecting educational performance. Prepare comprehensive evaluation reports that clearly communicate assessment findings, eligibility recommendations, and educational implications. Participate as an active member of Evaluation Team (ET) meetings, IEP meetings, manifestation determination meetings, and other student support meetings. Develop measurable annual goals and objectives addressing speech, language, communication, pragmatic language, fluency, voice, and other related needs. Provide direct speech-language therapy services in individual, small-group, classroom, and inclusive settings as identified in student IEPs. Utilize evidence-based intervention practices to improve student communication skills and educational outcomes. Collaborate with general education teachers, special educators, related service providers, administrators, and families to support student success. Monitor student progress toward IEP goals and maintain accurate progress monitoring documentation. Prepare and distribute progress reports in accordance with district and state requirements. Support the implementation of accommodations, modifications, and communication supports within general education settings. Consult with school staff regarding classroom strategies, assistive technology, augmentative and alternative communication (AAC), and communication supports. Recommend, implement, and monitor assistive technology and AAC systems as appropriate. Maintain accurate and confidential records, treatment notes, Medicaid documentation (when applicable), and service logs. Ensure compliance with IDEA, Section 504, FERPA, RIDE regulations, and district procedures. Maintain compliance with special education timelines and procedural requirements. Provide parent education and consultation regarding communication development and intervention strategies. Collaborate with outside agencies, providers, and community partners as appropriate. Participate in building-level problem-solving teams, Multi-Tiered Systems of Support (MTSS), and Response to Intervention (RTI) initiatives. Promote inclusive practices and support specially designed instruction through collaboration with educational staff. Maintain current knowledge of speech-language pathology best practices, legal requirements, and district initiatives. Attend required professional development activities and staff meetings. Perform other duties as assigned by the Building Principal or Director of Student Services.

Supervises and Evaluates:

No direct supervisory responsibilities. May provide consultation, training, and technical assistance to teachers, paraprofessionals, related service providers, and educational staff regarding communication needs, accommodations, and intervention strategies.

Requirements

Minimal Qualifications:

Master's Degree in Speech-Language Pathology, Communication Disorders, or a closely related field from an accredited institution. Eligibility for or possession of a RIDE Speech and Language Pathologist certificate. Rhode Island requires support professionals in this certification area to hold an advanced degree and meet certification requirements established by RIDE. Current RIDOH Speech-Language Pathologist license or eligibility to obtain licensure. Successful completion of supervised clinical practicum and all applicable certification requirements. Knowledge of IDEA, Section 504, Rhode Island Special Education Regulations, and special education processes. Experience assessing and treating speech, language, articulation, fluency, voice, pragmatic language, and communication disorders. Ability to interpret assessment data and translate findings into educational programming. Strong written, verbal, organizational, and interpersonal communication skills. Ability to collaborate effectively with families, educators, administrators, and multidisciplinary teams. Ability to maintain confidentiality and professional ethics.

Preferred Qualifications:

Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) issued by the American Speech-Language-Hearing Association (ASHA). Minimum of three (3) years of successful school-based speech-language pathology experience. Experience developing and implementing IEPs and serving as a related service provider within special education teams. Experience with augmentative and alternative communication (AAC) systems and assistive technology. Experience conducting educationally relevant speech-language evaluations. Knowledge of inclusive instructional practices and Universal Design for Learning (UDL). Experience supporting students with autism spectrum disorders, emotional disabilities, intellectual disabilities, and complex communication needs. Training in evidence-based literacy, executive functioning, and social communication interventions. Experience with Medicaid billing and educational documentation requirements.