• Nicole Vazquez, M.A., CCC/SLP
    Speech-Language Pathologist
    Speech and Language Department
    Voice Mail (908)735-8512 ext. 177
    You can best reach me through email

    Oct 2014 
    Hello I am one of the new Speech Language Pathologist's to CPS. I have been an SLP for 6 years working with children of all ages. I look forward to working with the students and staff this year. Please feel free to contact me via phone or email. 
    Good-bye and Thank You,
    Nicole Vazquez
    Speech-Language Pathologist 
    The Speech-Language room is located in Room #15 (across from the nurse's office).  This room is shared by the two CPS Speech-Language Specialists (Mrs. Vazquez and Ms. Thomas) 
    Email is the easiest way to contact me:  nvazquez@cpsnj.org
    General Speech Therapy Classroom Information:

    In accordance with N.J.A.C.6A:14, students are initially evaluated by a New Jersey state certified Speech-Language Specialist on an individual basis. The results of the speech-language evaluation (formal and/or functional) along with other relevant assessments are used to determine if the child meets the law’s eligibility criteria. If eligibility criteria is met, the student may receive Speech-Language services under one of two classifications:

    1. Eligible for Special Education with Speech as a Related Service (as part of a Child Study Team classification) 


    2. Eligible for Speech-Language Services (ESLS) (classification made only by the speech-language specialist)

    As part of the speech-language evaluation the student’s strengths and weaknesses are assessed. An Individual Education Plan (IEP) is developed for each classified student. The Speech-Language Specialist (SLS) develops the speech and/or language goals based on the student’s areas of weakness and the impact on his/her educational performance.

    Once a student has been determined eligible for speech-language services, as part of the IEP process, the service delivery model or models must be identified. The following are the most commonly used models:

    · Traditional “pull-out” model

    · In-class services

    · Integrated therapy – use of classroom curriculum and materials during sessions

    Group size, frequency and duration of services are determined by the IEP team dependent on the speech-language needs of the individual student.


    Each year an annual review is held with, but not limited to, the student’s parent(s), guardian(s) and teacher(s) to discuss individual student progress and make appropriate changes to the IEP. A triennial review is conducted to reassess eligibility for speech-language services. If the student no longer meets eligibility requirements, he/she is formally declassified and services are terminated. If the student remains eligible for S/L Services, classification is maintained and a new IEP is developed.

    This year I will be providing speech-language services to the students in the morning and afternoon preschool classes.  I also provide speech-language therapy for some students in kindergarten through seventh grade.
    Homework Procedures:

    Home practice is sometimes recommended. At those times, speech worksheets are sent home with specific instructions for the parents. It is always beneficial to review with your child all the worksheets that are sent home with your child.

Last Modified on September 30, 2014