Remote Learning Development Jobs in Grand Junction, CO

Job Title: Speech Language Pathologist

Location: State-Wide - MUST BE A COLORADO RESIDENT

(Grand Junction servicing Montrose Classical Academy in Montrose)

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 SpeechLanguage Pathologist supports the development of inclusive, datadriven student services by partnering with school leaders, other SSPs, special education teachers, paraprofessionals, and families to provide highquality and compliant communication services to qualifying students. This role strengthens MTSS/RTI frameworks, traumainformed practices, SELaligned communication supports, and inclusive instructional practices, while ensuring compliance and cultural responsiveness in speechlanguage assessment and special education systems. The SLP provides communication assessment, consultation, and intervention services to support the academic, socialemotional, and functional needs of students with disabilities. Through collaborative problemsolving, targeted professional learning, and teambased 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 MultiLingual Learners. The SLP is a key member of the multidisciplinary evaluation and IEP teams, with some remote assessment and consultation.

SchoolBased, Multidisciplinary Services

Assessment, Evaluation & Compliance

• Conduct speechlanguage 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 decisionmaking.

Intervention & Direct Student Support

• Provide direct and indirect therapy (inperson and remote) targeting communication skills that support academic access and social participation.
• Implement evidencebased interventions for expressive/receptive language, pragmatic language, articulation, and fluency.
• Support generalization of communication skills across school environments through classroomembedded 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 familycentered communication strategies to support carryover at home.

DataBased Decision Making & Progress Monitoring

• Use assessment and progressmonitoring 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 homebased strategies.

Education & Training

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

Experience

• Experience providing schoolbased speechlanguage services to students with disabilities.
• Experience collaborating with multidisciplinary teams and supporting diverse learners.
• Experience with AAC systems, autism supports, and languagebased interventions.
• Experience providing remote therapy or consultation preferred.

Knowledge, Skills & Abilities

• Knowledge of IDEA, IEP development, and schoolbased 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.