School Speech Language Pathologist- Elementary
Sun Prairie Area School District, Schey Acres, WI, United States
STARTING SALARY:
$56,918 + (based on experience)
Our SLP team is growing! The Sun Prairie Area School District is seeking a full time speech and language therapist to join our team for the 2026-27 school year. We anticipate this position to be at the elementary level. Our team values practitioners with experience building programming for complex communicators with significant support needs, in addition to being a well rounded school based clinician. Highly attractive applicants will bring experience with multidisciplinary collaboration and transdisciplinary goal development.
The position will close on April 29th at 11:59 pm. Interviews will be held during the day on May 5th.
SUMMARY
Provides diagnosis and treatment of speech and language delays and plans, directs and/or conducts habilitative and rehabilitative programs to improve or restore communicative efficiency of individuals with communication disorders. The clinician also provides assistance to regular and special education teachers in the areas of diagnosis and intervention procedures, classroom management, curriculum development, instructional methods/techniques, educational diagnosis, IEP development, instructional materials and equipment and parent consultation.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Other duties may be assigned.
Diagnosis (testing/evaluation) of speech/language needs of students and writes reports.
Participates in the Individual Education Programs (IEP) team process to develop, review, evaluate and implement IEP for children with speech/language disabilities.
Case manages IEP team process for students with speech/language services only.
Assists staff with the development and implementation of instructional methods, materials and techniques for children with speech/language disabilities.
Acts as a resource to teachers, administrators and parents when particular speech/language disorders require more intensive or complicated intervention.
Acts as an advocate for the student with special education staff, regular education staff, supervisors, administrators, parents and community resources.
Provides qualitative and quantitative feedback to students and parents, participates in parent/teacher conferences, and open houses.
Assists with child-find and other Early Childhood coordinating situations.
Assists/coordinates and may present the training required for inservicing of staff, administrators and parents on new methods/techniques, materials, district procedures and state laws applicable to speech/language students.
Maintains records as required by law, school district policies and administrative regulations.
Attends meetings and conferences and participates in other activities to promote professional growth.
Creates/selects communication and technical systems and inservice parents and staff about their use.
Monitors and assists in maintaining assistive devices.
QUALIFICATION REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE
Master's degree with graduate level course work in the correction of speech and language problems.
COMMUNICATION AND LANGUAGE SKILLS
Advanced level of verbal and written communication and language skills. Ability to utilized communication skills for effective conflict resolution. Ability to respond to common inquires or complaints from students, teachers, parents, agencies or members of the business community. Ability to effectively present information to students, parents, staff, outside agencies and administrators. Conversant in theory, principles and methods of semantics, syntax, voice, fluency and pragmatic development and disorders, and methods of speech and language therapy. Conversant in theory, principles and methods of secondary education and related exceptional educational needs.
MATHEMATICAL SKILLS
Ability to apply mathematical operations to frequency distributions, reliability of tests and normal curve. Knowledge of analysis of variance, correlation techniques, chi-square application and sampling theory and factor analysis.
ANALYTICAL AND REASONING ABILITY
Ability to apply principles of logical or scientific reasoning to define problems, collect data, establish fact and draw valid conclusions. Ability to interpret a variety of technical instructions and deal with several abstract or concrete variables.
OTHER SKILLS AND ABILITIES
Ability to apply knowledge of current research and theory to instructional program; ability to apply lessons based on the needs and disabilities of the student. Ability to establish and maintain effective working relationships with students, staff, parents, and community; Ability to communicate effectively. Ability to use computers and other technology to accomplish job responsibilities.
TEMPERAMENTS
Ability to direct students, deal with people and influencing people in their opinions, attitudes, or judgments.
PHYSICAL ATTRIBUTES
This job involves various levels of activities that include sitting, reaching forward, handling objects and papers and fine manipulation across motor activities with children may be performed frequently. Verbal, auditory and written communication is frequently utilized. This is a light job, which involves exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently.
CERTIFICATES, LICENSES
Possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction Speech and Language Pathology license, code 820. Valid driver's license required.
PHYSICAL REQUIREMENTS
Shall complete a physical examination as required by Wisconsin Statute 118.25.
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$56,918 + (based on experience)
Our SLP team is growing! The Sun Prairie Area School District is seeking a full time speech and language therapist to join our team for the 2026-27 school year. We anticipate this position to be at the elementary level. Our team values practitioners with experience building programming for complex communicators with significant support needs, in addition to being a well rounded school based clinician. Highly attractive applicants will bring experience with multidisciplinary collaboration and transdisciplinary goal development.
The position will close on April 29th at 11:59 pm. Interviews will be held during the day on May 5th.
SUMMARY
Provides diagnosis and treatment of speech and language delays and plans, directs and/or conducts habilitative and rehabilitative programs to improve or restore communicative efficiency of individuals with communication disorders. The clinician also provides assistance to regular and special education teachers in the areas of diagnosis and intervention procedures, classroom management, curriculum development, instructional methods/techniques, educational diagnosis, IEP development, instructional materials and equipment and parent consultation.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Other duties may be assigned.
Diagnosis (testing/evaluation) of speech/language needs of students and writes reports.
Participates in the Individual Education Programs (IEP) team process to develop, review, evaluate and implement IEP for children with speech/language disabilities.
Case manages IEP team process for students with speech/language services only.
Assists staff with the development and implementation of instructional methods, materials and techniques for children with speech/language disabilities.
Acts as a resource to teachers, administrators and parents when particular speech/language disorders require more intensive or complicated intervention.
Acts as an advocate for the student with special education staff, regular education staff, supervisors, administrators, parents and community resources.
Provides qualitative and quantitative feedback to students and parents, participates in parent/teacher conferences, and open houses.
Assists with child-find and other Early Childhood coordinating situations.
Assists/coordinates and may present the training required for inservicing of staff, administrators and parents on new methods/techniques, materials, district procedures and state laws applicable to speech/language students.
Maintains records as required by law, school district policies and administrative regulations.
Attends meetings and conferences and participates in other activities to promote professional growth.
Creates/selects communication and technical systems and inservice parents and staff about their use.
Monitors and assists in maintaining assistive devices.
QUALIFICATION REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE
Master's degree with graduate level course work in the correction of speech and language problems.
COMMUNICATION AND LANGUAGE SKILLS
Advanced level of verbal and written communication and language skills. Ability to utilized communication skills for effective conflict resolution. Ability to respond to common inquires or complaints from students, teachers, parents, agencies or members of the business community. Ability to effectively present information to students, parents, staff, outside agencies and administrators. Conversant in theory, principles and methods of semantics, syntax, voice, fluency and pragmatic development and disorders, and methods of speech and language therapy. Conversant in theory, principles and methods of secondary education and related exceptional educational needs.
MATHEMATICAL SKILLS
Ability to apply mathematical operations to frequency distributions, reliability of tests and normal curve. Knowledge of analysis of variance, correlation techniques, chi-square application and sampling theory and factor analysis.
ANALYTICAL AND REASONING ABILITY
Ability to apply principles of logical or scientific reasoning to define problems, collect data, establish fact and draw valid conclusions. Ability to interpret a variety of technical instructions and deal with several abstract or concrete variables.
OTHER SKILLS AND ABILITIES
Ability to apply knowledge of current research and theory to instructional program; ability to apply lessons based on the needs and disabilities of the student. Ability to establish and maintain effective working relationships with students, staff, parents, and community; Ability to communicate effectively. Ability to use computers and other technology to accomplish job responsibilities.
TEMPERAMENTS
Ability to direct students, deal with people and influencing people in their opinions, attitudes, or judgments.
PHYSICAL ATTRIBUTES
This job involves various levels of activities that include sitting, reaching forward, handling objects and papers and fine manipulation across motor activities with children may be performed frequently. Verbal, auditory and written communication is frequently utilized. This is a light job, which involves exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently.
CERTIFICATES, LICENSES
Possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction Speech and Language Pathology license, code 820. Valid driver's license required.
PHYSICAL REQUIREMENTS
Shall complete a physical examination as required by Wisconsin Statute 118.25.
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