Solterra School
Location
Norfolk, Virginia
The Speech-Language Pathologist conducts comprehensive evaluations and provides direct therapy services to support student communication, regulation, and functional independence. They collaborate with interdisciplinary teams to embed language support strategies into the classroom and maintain compliant clinical documentation.
Candidates must hold a Master’s degree in Speech-Language Pathology and possess active Virginia licensure. ASHA Certificate of Clinical Competence is preferred, along with experience in special education or integrated clinical environments.
Mission Statement Alignment 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). Core Responsibilities 1. Assessment, Evaluation & Treatment Planning 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 2. Direct Therapy Services (Individual + Group) 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 3. AAC & Functional Communication Systems 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 4. Feeding Support & Collaboration (As Applicable) 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) 5. Classroom Integration & Interdisciplinary Collaboration 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 student participation Support team-based planning for students with complex needs through coordinated intervention and shared goals 6. Documentation Fidelity & Compliance Readiness Maintain accurate, timely, and compliant clinical documentation aligned with internal standards and external requirements (as applicable) Complete therapy notes, progress summaries, treatment plans, and required reporting with high fidelity Track student progress using clear, measurable data systems Support authorization tracking and clinical documentation expectations for Medicaid/commercial payers (if applicable) Maintain confidentiality and professional standards in all records, communication, and reporting 7. Family Partnership & Communication Partner with families to support carryover of communication goals across settings Provide professional and compassionate feedback regarding student progress, needs, and recommendations Communicate therapy goals and strategies in clear, parent-friendly language Participate in meetings as needed to support student planning and continuity of care
Required Master’s degree in Speech-Language Pathology from an accredited program Active (or eligible) Virginia licensure as a Speech-Language Pathologist ASHA Certificate of Clinical Competence (CCC-SLP) (preferred; CF candidates may be considered if supervision is available) Demonstrated ability to evaluate and support students with diverse communication needs Strong communication skills, professionalism, and team collaboration capacity Commitment to ethical, student-centered, dignity-based practice Preferred Experience in private day schools, special education settings, or integrated education-therapy models Experience supporting neurodivergent learners and/or complex communication profiles AAC experience and comfort training classroom teams on implementation Familiarity with documentation systems, compliance readiness, and payer requirements (as applicable) Experience collaborating with ABA teams and multidisciplinary clinical environments Energetic & Leadership Fit Calm, regulated clinical presence Highly collaborative and classroom-integrated mindset Strong documentation integrity and organization Creative, student-centered clinician who sees communication as access Comfortable working in a startup environment with evolving systems Key Collaborators Chief Clinical Officer (CCO) Executive Director Teachers and Education Teams BCBA / Behavior Support Team Occupational Therapist (OT) (as applicable) School Nurse / Health Services Coordinator Families and Guardians Metrics of Success Demonstrated student progress toward functional communication goals Increased communication access across classrooms and routines Strong AAC consistency and staff implementation fidelity (where applicable) Clear, compliant documentation aligned with internal expectations High-quality collaboration between clinical and education teams Strong family communication and continuity of student support Equal Employment Opportunity Statement Solterra School, LLC is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all team members. Employment decisions are made without regard to race, color, religion, sex (including pregnancy, sexual orientation, or gender identity), national origin, age, disability, genetic information, veteran status, or any other characteristic protected by applicable law. We believe every member of our community deserves dignity, respect, and the opportunity to thrive.
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