Speech-Language Pathologist and Language Interventionist

Speech‑Language Pathologist and Language Interventionist

River Valley Charter School - Newburyport, Massachusetts

Job

Final date to receive applications:
Posted until filled

Posted:
Jul 25, 2026 12:00 AM (UTC)

Starting Date:
Aug 24, 2026

Position Title:

Speech‑Language Pathologist and Language Interventionist

Reports To:

Special Education Coordinator

FLSA Status:
Exempt

Position

Purpose:

The Speech‑Language Pathologist & Language Interventionist supports students' communication, language, literacy, and academic development through a combination of special education services and targeted intervention. This role provides speech-language evaluations and IEP services while also delivering evidence-based Tier 2 language and literacy intervention to students who need additional support accessing grade-level instruction.

The position serves as a bridge between special education and general education, helping strengthen school wide language development, literacy outcomes, and MTSS systems while preserving students' access to the Montessori classroom experience.

• Conduct speech and language evaluations as part of special education assessments.
• Assess expressive and receptive language, articulation, pragmatics, phonological processing, and communication skills.
• Contribute evaluation findings to eligibility determination and IEP development.
• Maintain compliance with evaluation timelines and documentation requirements.

• Provide direct, indirect, and integrated speech‑language services aligned to student IEPs.
• Develop individualized therapy plans.
• Deliver services through push‑in and pull‑out models as appropriate.
• Monitor progress toward IEP goals and adjust services based on student performance.
• Collaborate with classroom staff to generalize communication skills across instructional settings.

• Provide targeted small‑group intervention focused on oral language, vocabulary development, phonological awareness, foundational literacy, reading comprehension, and language‑based learning.
• Deliver evidence‑based intervention using structured instructional routines.
• Use short‑cycle intervention with measurable goals and regular progress monitoring.
• Adapt instruction to support diverse learners.
• Reinforce language skills that allow students to fully access Montessori work and classroom instruction.
• Support student confidence, independence, and communication across learning environments.

• Collaborate in identifying students needing Tier 2 language or literacy support.
• Use assessment data to determine intervention groups and instructional priorities.
• Progress monitor intervention students and adjust instruction accordingly.
• Contribute data and recommendations during MTSS/SST meetings.
• Help distinguish between students requiring intervention and those requiring special education evaluation.
• Ensure strong alignment between intervention, special education, and classroom instruction.

• Partner closely with classroom teachers to strengthen language‑rich instructional practices.
• Share strategies that support vocabulary development, language comprehension, communication, and literacy.
• Model instructional practices when appropriate.
• Support teachers in interpreting student language and literacy data.
• Collaborate with special education staff, interventionists, instructional coaches, and administrators to improve student outcomes.

• Communicate with families regarding speech‑language services and intervention progress.
• Participate in IEP meetings and family conferences.
• Provide families with strategies that reinforce communication and language development at home when appropriate.

• Maintain accurate service logs, evaluation reports, progress monitoring records, and compliance documentation.
• Participate in coaching, professional learning, and continuous improvement.
• Stay current on evidence‑based speech‑language and literacy intervention practices.
• Uphold all school policies and professional expectations.