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The Speech-Language Pathologist (SLP) provides diagnostic, therapeutic, and consultative services to students with communication disorders. The SLP works collaboratively with teachers, administrators, and parents to support students’ academic and social success by addressing speech, language, and communication needs within the school environment.
Key ResponsibilitiesAssessment & Diagnosis
Evaluate students for speech, language, voice, and fluency disorders.
Conduct screenings and formal assessments in accordance with district, state, and federal guidelines.
Interpret assessment results and develop individualized education program (IEP) goals.
Intervention & Therapy
Provide direct and indirect speech-language therapy services to students with identified needs.
Develop and implement evidence-based treatment plans aligned with IEP goals.
Adapt therapy approaches for individual, small-group, and classroom settings.
Collaboration & Consultation
Participate as a member of the IEP team, contributing to planning, goal-setting, and progress monitoring.
Collaborate with teachers, special educators, and other service providers to support communication skills across the curriculum.
Provide resources and training to staff and parents to support carryover of skills in the classroom and at home.
Compliance & Documentation
Maintain accurate, timely records of assessments, therapy sessions, and progress.
Ensure services meet IDEA, Section 504, and district compliance requirements.
Prepare reports for parents, staff, and administrators as needed.
Master’s degree in Speech-Language Pathology or Communication Sciences & Disorders.
Current state licensure/certification as a Speech-Language Pathologist.
Certificate of Clinical Competence (CCC-SLP) from ASHA preferred (CFY candidates considered depending on state requirements).
Knowledge of school-based service delivery models, special education law, and IEP development.
Strong interpersonal, organizational, and communication skills.
School-based (elementary, middle, or high school setting).
Services may be delivered in classrooms, therapy rooms, or other school-designated areas.
Collaboration with general education and special education staff is essential.
