Long Term Sub .5 Speech Pathologist (Anticipated)

Speech-Language Pathologist

The Scituate School Department actively seeks applications from the most capable, professional candidates. Please apply through SchoolSpring.com. In order to be considered, you must submit a complete SchoolSpring application. Incomplete SchoolSpring applications will not be considered. If selected for hire, you will be required to provide the following items in person: 1. W-4 2. Federal BCI (Done through your local police department or State Attorney General's Office) 3. I-9 (Must be filled out in person). Please bring appropriate documentation.

About Scituate, Rhode Island Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island's largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities, and takes pride in its heritage, natural beauty, and high-quality schools.

More About the Scituate School Department The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK5), Scituate Middle School (grades 68), and Scituate High School (grades 912). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate's schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections. We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community.

Position Summary The Speech-Language Pathologist (SLP) provides comprehensive speech and language services to students with communication disorders, including articulation, language, voice, fluency, and related communication needs. The SLP screens, evaluates, identifies, and provides evidence-based intervention to support student communication skills, educational access, and academic success. The SLP collaborates with educators, families, and related service providers to ensure students receive appropriate supports and services in accordance with federal, state, and district requirements.

Essential Duties and Responsibilities

• Assessment and Evaluation Conduct speech and language screenings for students as appropriate. Evaluate students referred for suspected communication disorders using formal and informal assessment measures. Interpret evaluation results and prepare comprehensive, objective written reports. Present assessment findings to Evaluation Teams, IEP Teams, families, and other educational professionals. Participate in reevaluations and ongoing assessments as required by federal, state, and district guidelines.
• Direct Student Services Provide evidence-based speech-language therapy to eligible students individually and in small groups. Develop measurable goals and objectives based on evaluation data and student needs. Implement services identified within each student's Individualized Education Program (IEP). Monitor student progress and adjust instructional strategies based on student performance. Promote student independence, self-advocacy, and communication skills across educational settings. Provide speech and language services in school and community early learning settings, when applicable.
• Individualized Education Program (IEP) Development and Case Management Participate as an active member of Evaluation and IEP Teams. Assist in determining student eligibility consistent with IDEA, Rhode Island regulations, and district procedures. Develop meaningful, measurable annual goals and appropriate service recommendations. Maintain student caseloads and ensure all required documentation is completed accurately and within established timelines. Maintain electronic and paper records as required.
• Collaboration and Consultation Collaborate with classroom teachers, administrators, related service providers, and families to support student communication needs. Recommend classroom accommodations, instructional strategies, and modifications to improve student access to instruction. Participate in Multi-Tiered System of Supports (MTSS) and school-based problem-solving teams. Communicate regularly with parents and caregivers regarding student progress and recommendations. Serve as a liaison with community agencies and outside providers when appropriate.
• Assistive Technology Assess student needs for augmentative communication and assistive technology. Recommend, support, and monitor the implementation of assistive technology identified in student IEPs. Assist with maintaining assistive technology equipment and resources.
• Documentation and Compliance Maintain accurate service logs, progress reports, evaluation records, Medicaid documentation, and other required records. Utilize district electronic IEP systems and Medicaid billing systems. Participate in required Medicaid time studies. Ensure compliance with IDEA, Section 504, Rhode Island Department of Education regulations, district policies, and ASHA professional standards.
• Professional Responsibilities Maintain professional licensure and certification requirements. Attend professional development, district meetings, and Speech-Language Pathologist meetings. Demonstrate ethical professional practice consistent with the ASHA Code of Ethics and Rhode Island Professional Code of Conduct. Communicate effectively with students, families, staff, and community partners. Contribute to district initiatives that improve special education services and student outcomes. Perform other duties as assigned by the Superintendent, Director of Special Education, Principal, or designee.

Knowledge, Skills, and Abilities The successful candidate demonstrates the ability to: Apply current evidence-based speech-language practices. Understand typical and atypical communication development. Evaluate students using a variety of standardized and informal assessment tools. Develop and implement effective speech-language interventions. Develop, implement, and monitor high-quality IEPs. Interpret assessment data and communicate results clearly. Collaborate effectively within multidisciplinary teams. Facilitate meetings with families and educational teams. Implement culturally responsive communication practices. Utilize assistive technology to support communication needs. Maintain organized records and meet required timelines. Demonstrate strong written, verbal, and interpersonal communication skills. Foster high expectations, student independence, and inclusive educational practices.

Equal Employment Opportunity The Scituate School Department does not discriminate on the basis of age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices.