Speech Language Pathologist ESY

Speech-Language Pathologist (SLP)

Reports to Principal
FLSA Status: Exempt

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The Speech-Language Pathologist (SLP) provides comprehensive speech and language services aligned with the HUUSD Mission and Vision Vermont Special Education Regulations and federal law. The SLP case manages coordinates and delivers evidence-based communication services to students with disabilities to ensure access to the general curriculum in the least restrictive environment (LRE). The SLP supports students academic social emotional and functional communication development to maximize educational outcomes.

Essential Duties and Responsibilities

Planning and Preparation

• Integrate research-based best practices current findings and special education law into service delivery.
• Develop standards-based Individualized Education Programs (IEPs) using assessment data.
• Use multiple sources of student data to guide instructional and therapeutic planning.
• Serve as liaison to ensure smooth transitions between schools classrooms and programs.
• Coordinate services with related service providers external agencies and community resources.
• Plan develop and monitor Extended School Year (ESY) services as required.
• Collaborate with classroom teachers to modify curriculum instructional groupings materials and assessments to support student success.

Assessment and Eligibility

• Administer and interpret comprehensive communication assessments using standardized and non-standardized measures.
• Evaluate speech language voice fluency hearing-related cognitive and pragmatic language skills.
• Interpret clinical and educational findings to determine eligibility and service recommendations.
• Confer with parents educators specialists and administrators regarding evaluation procedures and results.

Instruction and Intervention

• Provide direct and indirect speech-language services to students individually and in small or large groups.
• Deliver services within general education and specialized settings as determined by IEP teams.
• Implement evidence-based interventions targeting articulation language fluency voice pragmatics and functional communication.
• Integrate assistive technology and augmentative/alternative communication (AAC) systems when appropriate.
• Support classroom teachers with strategies that promote communication access and skill generalization.
• Provide timely feedback regarding student progress to families and educational teams.

Learning Environment

• Create and maintain a respectful inclusive and supportive therapeutic environment.
• Promote student integration consistent with normalization and LRE principles.
• Coordinate and supervise assigned paraeducators to ensure effective service delivery.
• Implement behavioral and social communication strategies to support student participation.
• Maintain a safe environment and protect students materials and equipment.

Collaboration and Consultation

• Participate in EST/MTSS processes including referrals screenings and supplemental supports.
• Provide training and consultation to teachers paraeducators and staff regarding speech and language disorders and intervention strategies.
• Collaborate in program planning and evaluation with building and district leadership.
• Maintain ongoing communication with families through meetings conferences and outreach.
• Participate actively in school events in-service meetings and district committees.

Professional Responsibilities

• Maintain accurate confidential and timely records in compliance with district state and federal requirements.
• Engage in continuous professional growth aligned with Individual Professional Development Plans and district goals.
• Serve as a resource and leader in speech and language programming across the district.
• Uphold HUUSD policies administrative regulations and professional ethical standards.
• Advocate for students and make decisions based on what is best for students.

Supervision

• Reports to and is evaluated by the School Principal.
• Grades 712: Receives additional general administrative direction from the Department Chair.

Supervisory Responsibilities

• Grades K8: Train assign and direct assigned paraeducators; advise in evaluation hiring and continued employment.
• Grades 912: Assist the Department Head in training planning and directing assigned paraeducators; serve in an advisory role in personnel decisions.

Qualifications

Education & Experience

• Masters degree in Speech-Language Pathology or related discipline.
• Three to four years of relevant experience preferred.
• Knowledge of Vermont Special Education Law preferred.
• Working knowledge of sign language preferred.

Certifications and Licenses

• Valid Vermont Professional Educators License with 3-84 Endorsement (Level II preferred).
• Valid Vermont drivers license preferred and may be required.

Skills and Abilities

• Language: Read and interpret educational research legal regulations and technical documents; write reports correspondence and IEP documentation; present information effectively to parents staff administrators and community members.
• Mathematics: Interpret standardized assessment data including standard scores percentiles confidence intervals and standard error of measurement.
• Technology: Proficient with word processing Microsoft Office applications educational software AAC devices and adaptive equipment.
• Reasoning: Analyze data solve practical problems interpret written and verbal directives and adjust interventions accordingly.
• Communication & Interpersonal Skills: Collaborate effectively with students families colleagues administrators and external agencies; demonstrate conflict resolution stress management and team-based problem-solving skills.

Physical Effort and Stress

• Frequent: Standing walking sitting speaking hearing and using hands for instructional materials and technology.
• Occasional: Reaching climbing stairs stooping kneeling crouching lifting/carrying or restraining students and driving.
• Regularly manages stress and resolves conflicts.
• Requires visual acuity including close distance peripheral depth perception and focus adjustment.

Working Conditions

• Occasional exposure to outdoor weather conditions.
• Noise level typically quiet to moderate.

This position provides specialized instructional and therapeutic leadership in speech and language services ensuring equitable access to learning and communication for students across the district.