Speech Language Pathologist

Job Description

Job Description

Job Title: Speech Language Pathologist

Location: State-Wide - MUST BE A COLORADO RESIDENT

FLSA Status: Exempt

Reports to: Director of Exceptional Student Services

Work Hours/Days: Full-Time or Part-Time based on student enrollment and special education service needs. Caseload expectations will be aligned with FTE assignment in accordance with state and federal special education guidelines.

Wage: $70,000-95,000/annually. Compensation will be prorated based on FTE assignment.

Benefits: Benefit eligibility is based on FTE status. Employees working 30 hours or greater per week are eligible for full benefits including health, dental, vision, 401k and paid leave. Employees working less than 30 hours per week will get paid sick leave.

We are a small non-profit organization based in Colorado, passionate about helping charter schools succeed. Our primary goal is to assist schools in optimizing their business, human resources and financial functions. We strongly believe that working collaboratively with schools and supporting their essential back-office functions can help them focus on their core mission of educating students. We understand that schools face many challenges, and our team is committed to helping them overcome these challenges by providing tailored solutions.

As an employee of Minga Education Group, you will be part of a small, passionate and dedicated team committed to making a positive impact on the education sector. You will have the opportunity to work with a diverse group of schools and make a meaningful contribution to their success. We are committed to providing a supportive and collaborative work environment that fosters growth and professional development.

Job Function

The Speech‑Language Pathologist supports the development of inclusive, data‑driven student services by partnering with school leaders, other SSPs, special education teachers, paraprofessionals, and families to provide high‑quality and compliant communication services to qualifying students. This role strengthens MTSS/RTI frameworks, trauma‑informed practices, SEL‑aligned communication supports, and inclusive instructional practices, while ensuring compliance and cultural responsiveness in speech‑language assessment and special education systems. The SLP provides communication assessment, consultation, and intervention services to support the academic, social‑emotional, and functional needs of students with disabilities. Through collaborative problem‑solving, targeted professional learning, and team‑based planning, the SLP helps educators and families implement effective communication supports across school environments, including services for students with 504 plans, Gifted education needs, and Multi‑Lingual Learners. The SLP is a key member of the multidisciplinary evaluation and IEP teams, with some remote assessment and consultation.

School‑Based, Multidisciplinary Services

Assessment, Evaluation & Compliance

• Conduct speech‑language evaluations for special education eligibility, including articulation, language, fluency, voice, and social communication.
• Contribute to multidisciplinary evaluations and provide diagnostic information aligned with IDEA and state requirements.
• Develop IEP goals, service plans, progress monitoring systems, and required documentation.
• Support AAC evaluations and assistive technology decision‑making.

Intervention & Direct Student Support

• Provide direct and indirect therapy (in‑person and remote) targeting communication skills that support academic access and social participation.
• Implement evidence‑based interventions for expressive/receptive language, pragmatic language, articulation, and fluency.
• Support generalization of communication skills across school environments through classroom‑embedded strategies.

Collaboration, Inclusive Practices & Teaming

• Collaborate with teachers, special educators, psychologists, OTs, PTs, and families to support communication needs across settings.
• Participate in multidisciplinary team meetings, eligibility determinations, and IEP development.
• Promote inclusive practices such as UDL, accommodations, and communication supports embedded in instruction.
• Provide family‑centered communication strategies to support carryover at home.

Data‑Based Decision Making & Progress Monitoring

• Use assessment and progress‑monitoring data to guide therapy planning and adjust interventions.
• Support teams in interpreting communication data to inform instructional and behavioral supports.
• Maintain accurate service logs, progress reports, and compliance documentation.

Professional Learning & Staff Support

• Provide training to staff on communication strategies, AAC use, language development, and accommodations.
• Offer consultation to support consistent implementation of communication supports across environments.
• Provide family education on communication development and home‑based strategies.

Education & Training

• Master's degree in Speech‑Language Pathology.
• Valid state SLP license and/or CDE Special Services Provider license.
• Training in AAC, autism supports, language‑based learning needs, and culturally responsive assessment.
• Ongoing professional development in evidence‑based communication practices, SEL, and inclusive education.

Experience

• Experience providing school‑based speech‑language services to students with disabilities.
• Experience collaborating with multidisciplinary teams and supporting diverse learners.
• Experience with AAC systems, autism supports, and language‑based interventions.
• Experience providing remote therapy or consultation preferred.

Knowledge, Skills & Abilities

• Knowledge of IDEA, IEP development, and school‑based service delivery.
• Skill in conducting standardized and functional communication assessments.
• Ability to collaborate effectively with educators, families, and service providers.
• Strong communication, cultural responsiveness, and documentation skills.
• Ability to support AAC implementation and communication accommodations across settings.

• Work is performed in a classroom setting.
• Occasional lifting of up to 25 pounds may be required.
• Reasonable accommodations may be made for individuals with disabilities.