Speech & Language Resource Assistant- Bilingual

The Speech-Language Pathology Assistant (SLPA) works under the supervision of a licensed Speech-Language Pathologist to support students with speech and language needs in school settings. The SLPA assists in the delivery of direct therapy services, documentation, preparation of materials, and implementation of IEP goals to help students improve communication skills necessary for academic success and social development. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. Spanish-English bilingual proficiency as a core requirement for supporting students, families, and staff.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
DIRECT STUDENT SUPPORT:

• Provide speech-language services to students as directed by the supervising SLP and according to IEP goals and therapy plans.
• Deliver individual or small-group therapy using evidence-based techniques, strategies, and materials provided by the SLP.
• Assist students with generalizing communication strategies in the classroom, lunchroom, or playground settings (as appropriate).
• Collect data on student performance and response to therapy sessions.

DOCUMENTATION & PROGRESS MONITORING:

• Accurately record data on student goals and maintain service logs in accordance with district and legal standards.
• Prepare charts, records, graphs, and reports to document student progress and therapy outcomes.
• Alert the supervising SLP to any changes in student performance, behavior, or communication skills.

MATERIAL PREPARATION & ORGANIZATIONAL SUPPORT:

• Prepare instructional materials, visual supports, AAC resources, and therapy tools as needed.
• Organize and maintain therapy materials, communication binders, and classroom communication supports.
• Assist with organizing parent communication folders or take-home practice activities.

COLLABORATION & COMMUNICATION:

• Work collaboratively with teachers and staff to help students use communication strategies across settings.
• Participate in team meetings as requested by the supervising SLP.
• Maintain confidentiality and professionalism in all interactions with students, staff, and families.

COMPLIANCE & PROFESSIONAL ETHICS:

• Follow all state and federal laws related to special education and SLP practice under supervision.
• Operate strictly within the scope of practice for SLPAs as defined by the state licensing board and ASHA guidelines.
• Attend required professional development and trainings as designated by the school or district.

CLASSROOM MANAGEMENT:

• Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.
• Uses proactive, positive reinforcement strategies to encourage appropriate behavior.
• Recognizes and celebrates student successes to build confidence and motivation.
• Fosters a safe and supportive atmosphere where students feel valued and encouraged to participate
• Effectively monitors and supervises students at all times.
• Maintain order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.
• Manage student behavior proactively and respectfully using positive behavior supports across the school environment.

SOCIAL-EMOTIONAL LEARNING & STUDENT RELATIONSHIPS:

• Model and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.
• Fosters a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.
• Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making

COMMUNICATION & FAMILY ENGAGEMENT:

• Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.
• Models professional and ethical standards when dealing with students, parents, peers and community. 
• Establishes and maintains cooperative working relationships with students, parents and other professionals.
• Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.
• Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.
• Participate in family-teacher conferences and contribute to school events or family engagement opportunities.

PROFESSIONAL DEVELOPMENT:

• Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.
• Participate in all required training and meetings, as well as school and UCC training and meetings.
• Reflect on teaching practices and seek opportunities for continuous improvement.
• Engage in professional learning communities and schoolwide initiatives.
• Uphold ethical practices and professional conduct.
• Collaborate with colleagues, support staff, and administration to support student success.
• Contribute to a positive school culture and shared leadership.

COLLABORATION & TEAMWORK:

• Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.
• Work closely with speech pathologists and other professionals to provide individualized support for students with special needs
• Meet professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.
• Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.
• Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.

BILINGUAL STAFF:

• Translate school communications, including letters, newsletters, and notices, from English to Spanish and vice versa.
• Assist in translating during parent-teacher conferences, parent meetings, IEP and 504 meetings, and school events to ensure clear communication between the school and non-English-speaking families.
• Foster positive relationships with students, parents, and colleagues by bridging language barriers.

INTENDED OUTCOMES AND SUCCESS MEASURES:

• Students demonstrate growth toward IEP goals as reflected in progress reports and data tracking.
• Increase in student use of communication strategies in therapy and classroom settings (as observed or reported).
• 100% of therapy sessions align with the supervising SLP's plans and use appropriate materials/techniques.
• High student engagement during sessions, with minimal behavioral disruptions.
• Positive feedback from the supervising SLP on fidelity of implementation and student rapport.
• SLPA assists in compliance-related documentation (progress updates, attendance records) under SLP guidance.
• Consistent, professional communication with supervising SLP and teaching staff.
• Staff report that SLPA is responsive, helpful, and effective in supporting classroom communication needs.
• Attends required trainings and responds positively to feedback and supervision.
• Students with IEPs receive consistent support aligned to their individual goals and accommodations.
• Follows assigned daily schedule and flexibly responds to student needs and transitions between settings (e.g., classroom, therapy, specials).
• Maintains confidentiality and professionalism in all interactions

Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Fluent in English and Spanish, both written and verbal
• Demonstrates Basic computer knowledge, basic knowledge of email, Excel, Word, Google Forms, and other Google applications.
• Demonstrates attention to detail and problem-solving skills
• Demonstrates enthusiasm towards students, parents, and staff from diverse backgrounds.
• Demonstrates the ability to adapt to any situation inside and outside the classroom.
• Demonstrates organizational skills for the classroom and school environment.
• Demonstrate effective verbal and written communication skills with students, families, school staff, and administration.
• Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.
• Demonstrates the ability to multitask and prioritize work.
• Demonstrates the ability to self-reflect and seek feedback to improve practices.
• Demonstrates a growth mindset committed to continuous learning, growth, and development.
• Demonstrates the ability to work as a team as well as independently.
• Demonstrates respect towards the students, parents, colleagues, and administrators.
• Demonstrates knowledge to work with students’ special needs and parents.
• Handle sensitive information in a confidential manner’ 
• Demonstrate the ability to listen to others and remain receptive to new ideas.
• Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.
• Demonstrate sustained effort and enthusiasm in the quality and quantity of work.
• Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.
• Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.
• Demonstrate the ability to follow and communicate effectively, both orally and in writing.
• Demonstrate motivation, initiative, flexibility, and the ability to work independently.
• Demonstrate excellent human relations and interpersonal skills.
• Demonstrate honesty, dependability, and the ability to meet deadlines and other professional expectations.

Qualifications

• Must have a valid Special Education aide license from the Wisconsin Department of Public Instruction.
• Also recommended: Associate’s or bachelor’s degree in a Speech-Language Pathology Assistant program or Communication Sciences and Disorders (with SLPA credential), as well as a valid state licensure/certification as a Speech-Language Pathology Assistant (per DPI or relevant board), and completion of required clinical hours under the supervision of an SLP.
• Knowledge of child development, speech/language development, and basic intervention techniques.
• The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multitasking and time management skills.
• Must have a valid driver’s license and reliable transportation.

PHYSICAL REQUIREMENTS:

• Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.
• Visual and auditory acuity to supervise students and respond to classroom needs.
• Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.
• Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).
• Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). 
• May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range 
• Ability to receive and respond to oral communication.

WORKING CONDITIONS:

• Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).
• May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)
• Frequent contact with students, parents/guardians, support staff, and school administration. 
• May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.
• Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.
• Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).
• Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) 
• May be required to operate a motor vehicle during the course of duties.
• Reasonable accommodations may be made to help perform essential functions.

UCC provides reasonable accommodation to qualified individuals with disabilities.