Hannah Massa

• Developed new private practice infrastructure, including intake forms, contracts, and other relevant documentation and tracking forms, in order to onboard new clients for in-home speech therapy services.
• Evaluate, plan for, and implement neurodiversity affirming speech therapy services for children, while including families and relevant stakeholders.
• Consult with and provide coaching to family members and relevant stakeholders regarding Gestalt Language Processing, Natural Language Acquisition, and neurodiversity affirming practices.
• Implement and adjust plans to meet child and family needs and goals, while building meaningful relationships with all relevant participants to promote progress and stakeholder buy-in.

• Managed an average caseload of 60-70 students at Glenn F. Burton Elementary School within Glendale Elementary School District.
• Planned and implemented Speech and Language therapy services to students aged 3-14 (preschool through 8th grade), with a variety of educational disability eligibility categories including Specific Learning Disability, Speech/Language Impairment, Developmental Delay, Autism, Mild and Moderate Intellectual Disability, Multiple Disabilities, and Other Health Impairment.
• Acted as one of two Spanish-speaking evaluators for the Glendale Elementary School District, administering speech and language evaluations for Spanish-speaking students at multiple schools within the district and consulting with monolingual providers regarding decision making and implementation for bilingual students.
• Participated on the district’s Child Find team, administering monthly speech and language screenings for students aged 3-6.
• Supervised Speech Language Pathology Assistants and Graduate Student Interns in job responsibilities, professional growth, and development.

• Managed an average caseload of 60-75 students at multiple elementary schools within Mesa Public Schools.
• Planned and implemented Speech and Language therapy services to students aged 3-12 (preschool through 6th grade), with a variety of educational disability eligibility categories including Specific Learning Disability, Speech/Language Impairment, Developmental Delay, Autism, and Other Health Impairment.
• Advocated for and implemented Augmentative/Alternative Communication supports within special education and general education classrooms.
• Provided supervision to Graduate Student Interns.

• Plan and administer thorough evaluations of speech, language, and communication abilities, in both English and Spanish; including determination of assessment tools, analysis of results, and reporting.
• Collaborate with multidisciplinary teams to create comprehensive treatment plans for patients with complex communication disorders.
• Implement group therapy sessions for individuals with similar communication challenges, promoting peer socialization and increased generalization of skills.
• Enhance speech and language development in children by designing engaging activities and exercises targeting various skill levels.
• Advocate for multimodal communication and implementation of Augmentative/Alternative Communication (AAC) devices, including systems of various degrees and program types.
• Collaborate with all team members, including: general education teachers, special education teachers, instructional assistants, Occupational Therapist, Physical Therapist, Behavior Specialist, School Psychologist, administrators, district personnel, and others.
• Build strong, meaningful relationships with students and their families/caregivers in order to guide and implement child-centered interventions which meet student needs and promote progress.
• Develop Individualized Education Plans to include appropriate goals based on the student’s specific areas of need, including neurodiversity affirming and trauma informed approaches.
• Provide intervention services to students within multiple Least Restrictive Environments, including general education classes and specialized programs (i.e., self-contained or special education dedicated classes), and adapt plans to meet student needs.
• Experience in pull-out, push-in, and inclusion-model therapy, as well as co-teaching and co-treating with other professionals.
• Follow all district and state regulations for Speech-Language Pathology, including up-to-date licensure and best ethical practice, and billing procedures for Medicaid.

Hermosa Vista Elementary School (August 2020-May 2021): Kindergarten through 6th grade

Sandra Day O’Connor Elementary School (August 2020-December 2020): Preschool Inclusion

Roosevelt Elementary School (January 2021-May 2024)

• January 2021-May 2021: 5th and 6th grade general education
• August 2021-May 2023: Preschool Inclusion; Kindergarten-2nd grade, General Education and Self-Contained Autism
• August 2023-May 2024: Preschool Inclusion; Kindergarten-6th Grade Self-Contained Autism