School Speech-Language Pathologist; SLP

Our Mission

Solterra School provides a nurturing, highly individualized learning environment that blends evidence-based therapies with innovative education. Our mission is simple yet bold:
to redefine what’s possible for neurodivergent students.

Solterra School exists to redefine education through holistic inclusion—blending Universal Design for Learning (UDL), Social-Emotional Learning (SEL), and integrated therapeutic supports within an eco-conscious environment that honors each learner’s unique rhythm of growth.

The Speech-Language Pathologist advances this mission by strengthening student communication, connection, regulation, and functional independence—supporting learners in finding their voice, accessing learning, and building relational confidence across environments.

The Speech-Language Pathologist (SLP) serves as an onsite clinical provider responsible for evaluating, treating, and supporting students with speech, language, communication, and feeding-related needs. This role is deeply integrated into Solterra’s educational model, collaborating with teachers, behavior support staff, and other clinicians to ensure communication supports are embedded throughout the school day—not isolated to a therapy room.

The SLP delivers evidence-based intervention and contributes to multidisciplinary plans that support students with diverse learning profiles, including neurodivergent learners, students with complex communication needs, and students requiring augmentative/alternative communication (AAC). This position includes documentation fidelity and compliance readiness aligned with applicable clinical standards and payer requirements (as applicable).

• Conduct comprehensive evaluations of speech, language, pragmatic communication, voice, fluency, and feeding/swallowing (as applicable and within scope).
• Identify functional communication needs impacting learning, behavior, and social access.
• Develop individualized therapy plans aligned to student goals and classroom needs.
• Create measurable goals and progress monitoring systems that are appropriate, functional, and student-centered.
• Provide written clinical recommendations that are clear, professional, and actionable for school-based implementation.

Deliver direct speech-language therapy services in individual and small-group formats. Support development of:

• Receptive and expressive language
• Functional communication (requesting, refusing, advocating, repairing breakdowns)
• Pragmatic/social communication
• Speech sound production and intelligibility
• Executive functioning language supports (sequencing, organizing, retelling)

Provide interventions that are strengths-based, dignity-centered, and developmentally appropriate. Incorporate play, movement, and sensory-informed strategies to support engagement and regulation.

Support students using AAC systems, including low-tech and high-tech communication tools.

• Collaborate with teams to ensure AAC is implemented consistently across settings (classroom, transitions, lunch, etc.).
• Provide staff training and modeling to increase AAC access and reduce communication barriers.
• Support communication environments that promote autonomy and reduce frustration-driven behaviors.

• Screen and support feeding-related goals when appropriate to licensure/scope and school model.
• Collaborate with OT, nursing/health services, and families on safe feeding practices and related accommodations.
• Provide guidance for skill-building related to oral-motor development and functional feeding independence (if appropriate and within scope).

Collaborate closely with teachers and classroom teams to embed language support strategies into instruction.

• Partner with BCBA/behavior support staff to align communication goals with behavior reduction and skill acquisition plans.
• Provide practical, real-time strategies to staff to reduce communication breakdowns and support…