Marisha

How to Find Your SLP Superpower

October 8, 2018 by Marisha Leave a Comment

Last week, we took a quick walk down memory lane, and I gave you a couple of reasons why I think you’re pretty amazing!

That said, the reasons were pretty generic. We all bring skills and talents to the table, and I wanted to take a minute to celebrate your unique strengths.

Why Does it Matter?

One of the first steps in cultivating confidence is to remember where we came from. We’ve all tackled problems in the past. Acknowledging those successes allows us to feel more confident when we come across similar problems.

We can also leverage our strengths when tackling new problems. If you’re incredibly artistic and I’m tech savvy, then we might tackle the same problem in a different way. For example, if we want to communicate a message to the teachers at school, you might make a bulletin board display, and I might build a website.

via GIPHY

Take Your Own Inventory

Take a minute to answer these questions:

What do you look forward to?

What makes the time fly?

When/where do you feel most alive?

Where do you see the best results?

You can focus on work and/or life in general. Whatever makes the most sense given your situation!

Reach out to Friends and Colleagues

Once you take an inventory, I challenge you to reach out to a few of your friends and/or colleagues. What do they think you’re good at?

Have an SLP meeting coming up? If you have a small enough group, you can take a few minutes to jot down one perceived strength for each SLP in the room and then share them with your colleagues. Everyone will end up with a handful of notes, and it could lead to a really interesting conversation!

Do your answers match up with what other SLPs said about you? Did you learn anything new? Let us know in the comments below!

How to Boost Your Confidence as an SLP

October 1, 2018 by Marisha 5 Comments

Do you ever feel like you have no clue what you’re doing in therapy? Like you’re an imposter?

via GIPHY

I polled a few thousand SLPs, and over 50% of them rated “lack of confidence” as their biggest hurdle. When we asked about specific treatment areas (e.g., literacy-based therapy, apraxia of speech), those numbers were even higher.

The Why

We could spend all day talking about the WHY.

Why are so many of us lacking confidence?

There are so many factors that we could “blame” for our lack of confidence…

– Our scope of practice is incredibly broad.
– We have huge caseloads.
– I’m isolated. I’m the only SLP in my school/district.
– Everyone around me is negative.

I bet we could come up with enough factors to fill an entire book, and it wouldn’t even be hard.

But what good does that do us?

Zip. Zilch. Zero.

In fact, focusing on these factors only hurts us. Especially if we’re not taking action!

My colleagues and I used to regularly have whine nights. It felt good in the moment. After all, misery loves company. After spending hours venting with my friends, I didn’t feel like I was alone in my “suffering.” However, I found myself feeling worse after these get-togethers. I was even more frustrated and sad about our situations. I felt so defeated and dreaded going back to work. My confidence completely tanked.

When I finally realized this was happening, I started looking for better solutions.

This is definitely still a work in progress, but the best solution I found is to acknowledge these factors and move on!

That’s not to say that we are going to completely ignore these problems. We’re going to acknowledge them and take time to decide if it’s something we can change or not. If I can take action to address the issue, then I do it! If not, then I let it go. (More on this later…)

Before we dive into when and how to take action, let’s take a step back.

Step 1: Taking a Step Back

You were accepted to a graduate program in speech-language pathology, which means that you’re a pretty smart cookie.

You earned a Master’s degree. No small feat.

You likely studied speech and language for 4-6 years. (Plus all of those hours of continuing education!)

You are seeking out resources to help yourself improve. (Props to you for being here!)

You have a very specialized set of skills that allows you to help your students/clients in a way that no other professional can.

You already have so much to offer.

Remind yourself of where you came from and everything that you’ve accomplished so far. That list is no small feat! Celebrate it!

Step 2: Cultivate Confidence

We don’t cultivate confidence in one day. It’s a daily commitment. It’s a habit. We gain confidence when we set goals and achieve them.

By intentionally cultivating confidence, we’ll be able to better serve our students. We’ll be brave enough to stand up when we need to stand up. We’ll feel more fulfilled in our jobs.

Now how do we do this?

Here’s a start!

Over the next several weeks, we’re going to be chatting more about…

– How to find your strengths (and use them!)
– How to set and achieve your own goals
– How to tackle goals that are completely out of our comfort zone
– Tools we can use to tackle these goals
– Examples of how SLPs just like you tackled their goals

I’m so excited to dive into these topics with you!

Comment below or send us a message with your questions/struggles!

How to Organize Probe Data

September 10, 2018 by Marisha 3 Comments

Confession: I’ve gone through about 4,321 different systems for data collection. There isn’t one system that has worked across all of the settings I’ve worked–especially when it comes to monitoring progress. It varies depending on a number of factors, such as the context of therapy and the requirements of the setting.

That said, there are some things that do stay the same across settings. One of those things is consistent data! When I write a goal for a student, I make sure I have a clear plan as to what I’m going to measure and how.

Since I transitioned to a contextualized approach, this got a little trickier! I started using a “hybrid” approach. I still wanted “clean” data, but it was also important to monitor the level of scaffolding that I was providing to students.

In any given session, I monitor the level of support provided to a student. I created a rubric to make sure I was being consistent. (Enter your name and e-mail below, and I’ll send a copy your way!) I track the level of scaffolding in SLP Now.

The biggest challenge is to make sure that you’re providing adequate levels of support. It’s fairly obvious if you’re not providing enough support, because the student’s accuracy will be low and his/her frustration level will be high. I’m constantly monitoring myself to make sure I don’t provide too much support. That’s where probes come in…

If I give a probe and the student scores 90% accuracy, then I need to make sure that I’m giving the student the opportunity to demonstrate that skill independently (and back off of the support).

If I give a probe and the student scores 60% accuracy, then the student would likely benefit from a minimal level of support in therapy. (Reference the Level of Support rubric for a description of this level of support.) If I look at my data and I’ve been giving maximal levels of support in therapy, then I take a minute to evaluate and figure out why.

Note: This isn’t an exact science! The level of support required will vary depending on a number of factors. The probes, however, are a good check.

Now let’s get to the good stuff… Organization! Here’s a peek at how I organize all of the pieces:

Tools Mentioned:

– Avery Read Index Dividers *
– Staples Better Binder
– Presentation Book (for probe visuals) *
– Level of Support rubric (free download)

* Amazon affiliate links

How to Organize Curriculum-Based Therapy Materials

September 3, 2018 by Marisha Leave a Comment

So you’re implementing curriculum-based therapy with your caseload! There are several moving pieces when it comes to implementing this with your caseload, but a streamlined system can make a world of a difference!

Here’s a peek at how I keep everything organized:

Here’s a quick recap of my favorite resources!

1. Teaching Materials

I use the materials in the SLP Now membership and organize them using this system.

2. Data Collection

I use this binder and these dividers to keep track of my probes. I take digital data using SLP Now.

3. Classroom Materials

I use this folder to keep track of any paper materials (e.g., curriculum plans or materials shared by the teacher). I also use SLP Now to plug specific activities into my therapy plans.

Lastly, I access materials on my iPad for easy therapy!

What are your favorite organization hacks when it comes to curriculum-based therapy?

How to Scaffold Skills in Curriculum-Based Therapy

August 20, 2018 by Marisha 1 Comment

I know what you’re thinking! We already struggle within drill-based activities. How in the world are we supposed to help our students be successful in context?

The answer is scaffolding!

We can set our students up for success by providing them with optimal levels of support. Instead of selecting activities that students can perform successfully with little to no support, we select more functional activities and provide as much support as the student needs to be successful. The goal is to decrease that support over time.

The benefit of this approach is that we’re starting in a purposeful context. We’re preparing our students to use these skills in the classroom.

Now how do we do this?

There are two main types of scaffolds: structural and interactive (Ukrainetz, 2006).

Structural Scaffolds

With structural scaffolds, we plan ahead and make purposeful decisions about the context and materials. We can do this by…

• Establishing routines within the session/unit
• Carefully selecting treatment materials (e.g., content from the classroom)
• Using tools (e.g., visuals, pictographic sketching, semantic webbing, audio recordings)
• Modifying the order of presentation (e.g., starting with a complex activity, followed by a series of focused skill activities, closing with a complex activity that integrates targeted skills)
• Modifying the environment (e.g., providing therapy in a quiet room, adjusting the size of the group, providing compensatory tools in the classroom)
• Providing peer support

Ukrainetz, 2006

Interactive Scaffolds

Interactive scaffolds are more reactive. We respond to what is happening in the session in order to support students.

Ukrainetz (2016) divides this type of scaffolding into three categories (response, linguistic, regulatory). She provides an incredibly helpful breakdown of these strategies in her book, Contextualized Language Intervention.

Here are some examples of how I might use these scaffolds in a session with a group of 6th graders while targeting language skills in the context of a reading passage:

Regulatory Scaffolds

Regulatory scaffolds are intended to maintain student engagement.

• I start the session by reviewing the students’ goals (increasing their awareness). We may also highlight the importance of the goal, based on previous discussions.
• If we are starting a new unit, we discuss what we know about a topic, relating content to past knowledge.
• Throughout the session, I comment on student performance.
• If a student is distracted and/or struggling to sustain attention to the task, I provide redirection.
• We wrap up the session by reviewing the students’ performance.

Response Scaffolds

These scaffolds are intended to facilitate student responses.

Depending on the students’ level, I may model the response, provide part of the answer, ask leading questions, or point to a visual. I can also repeat and emphasize key points to lead the child towards the answer.

Linguistic Scaffolds

Check out this blog post for a review of linguistic scaffolds. (Scroll down to the Quick Strategy section.)

Which scaffolds are you using in your therapy sessions?

SLP Summit Recap: All About Curriculum-Based Therapy

August 9, 2018 by Marisha Leave a Comment

I absolutely loved chatting with you about curriculum-based therapy at the SLP Summit this week! There’s nothing better than getting to hang out with thousands of you! I am so inspired by your passion and dedication to your students!

Haven’t heard of the SLP Summit? Sarah and Lisa from SLP Toolkit and I host a FREE online conference for SLPs, featuring practical tips and resources for SLPs to start the school year off on the right foot!

You asked so many fabulous questions, and I wanted to take a minute to answer them here! 🙂

How do you put everything together?

Here’s a peek at how I streamline the entire process!

Want to give this a try? Sign up for a free trial here!

Step 1: Know Your Goals

Do you have specific language goals that work well with CBT?

I don’t! When we are implementing curriculum-based therapy, we are still addressing the same language underpinning. The only difference is that we use materials from the classroom as the “vehicle” to practice those skills.

This is a lot easier when we have a comprehensive evaluation to pull from. We should not write goals based solely on performance on a standardized test. We want to make sure that we’re considering parent and teacher input, language samples, classroom observation, curriculum-based assessments, etc. when writing goals for our students.

Step 2: Build Your Curriculum

How do you organize your materials?

I use a therapy tote! Here’s a quick overview of how I put it together.

How do you recommend building/organizing the core materials for teletherapy? Should we have on-site facilitators print, laminate, etc., or is there a better alternative for using the materials digitally?

Check out this post for some ideas.

What is the best way to identify vocabulary by tiers?

VocabGrabber is a great tool that can help you identify vocabulary by tier!

Tier 1 = High familiarity words, Tier 2 = Vocabulary, Tier 3 = Geography, Social Studies, Math, etc.

Step 3: Gather Classroom Materials

How do you go about starting to do Curriculum-Based Therapy?

Check out the Teacher Communication Starter Kit!

Do you reach out to the teachers each week to see what they are working on in order to incorporate it into your sessions?

I don’t typically reach out to teachers every week. I do quick check-ins as I see the teacher on campus, but I do make a point to touch base monthly. I work with the teacher to identify 1-2 activities to focus on for the month.

How do you go about scheduling collaboration time with teachers?

This has looked different in every school! I may check in with teachers before/after school, during their planning periods, before/during/after staff meetings, or during teacher collaboration time.

How do you deal with resistant teachers? How do you begin to open the door for conversation that this is more relevant and will help their students with all areas?

You could approach this in a number of ways.

You could start with less resistant teachers. Teacher inevitably talk, and word will spread that you’re doing amazing things! This is a great option if you’re not as confident yet.

If you’re willing to be a little more persistent, these strategies have worked for me:

Ask teachers about their goals (and offer to support). Teachers can use collaborating with you as “evidence” when being evaluated.
Ask specific questions about what they’re doing in a certain subject (e.g., “What are you reading next week?”).
Ask how the students on your caseload are doing in the classroom. Teachers always have something to say about that!

I was placed at a school that had a reputation (district-wide!) for having the most challenging staff. I was able to implement this with all of the teachers, so it is totally doable!

How do you go about this when you have a group of students who are all from different classes and the teachers are doing different books, etc.?

When I schedule my caseload, I try to schedule students by teacher and/or grade. Mixed groups work really well for curriculum-based therapy!

The only exception is students who only have articulation goals. I try to schedule those students separately.

Do you identify a variety of goals for each student with their teacher? Are you working on the same thing as the teacher?

I work with teachers to identify the “context” for therapy (e.g., a social studies text, a math problem, a science project). We target all goals in the context of those activities.

Step 4: Increase Goal Awareness

If a student has multiple goals, do you make multiple goal cards?

I do! I create one card for each goal.

How do you approach reviewing goals at the beginning of the year/session for verbal students who may be lower cognitively and ALSO have significant difficulty with reading and writing?

What will help the student most? The good news is that we have a lot of different options here. If the student is unable to write, then the student can draw a picture. I might create a simple visual for the student. Another option is to take a picture of them working on the skill. (This works especially well for more functional goals.)

Step 5: Engage Students

How do you motivate students in grades 4-6 who rush through writing/language activities to get them done instead of taking time to use/show their true skills?

I find that student engagement increases when they have a strong understanding of their goals and can explain why those goals matter. We may switch things up by writing on the table with a dry erase marker, using erasable highlighters, or reading passages on the iPad, but I find that I don’t need a lot of extra “fluff” once students understand the why behind their goals.

Step 6: Collect Data

How do you organize your data collection?

I use SLP Now. (You can try it for free!)

Aaaaaand that’s a wrap! Feel free to comment below with any questions that I missed!

How to Use SLP Now for Teletherapy

August 9, 2018 by Marisha Leave a Comment

A few months ago, I began exploring the possibility of doing teletherapy. It’s such a different service delivery model than what I’m used to. My first question was, “How am I going to adapt my materials to make them work for teletherapy?” My background is working in the schools, so it made me consider how I could continue to utilize my membership tools and materials in this new format.

We have had so many people reach out lately asking the same question… How can the SLP Now membership be used for teletherapy?

A previous blog post answered commonly asked questions about getting started with teletherapy.

Today’s post is all about digging into more specific tips and ideas for teletherapists. Tracy Sippl from S&L Teletherapy Consulting was kind enough to return to share her valuable insight as an SLP Now member and an experienced teletherapist.

1. How long have you been doing teletherapy? What population do you work with?

I worked onsite (in schools) for 24 years, and then for the last six years, I have been providing services via telepractice. I work with Pre K-12th grade on articulation, language, phonological, fluency, pragmatics and nonverbal (ASD population), hearing impaired, etc.

2. How do the SLP Now caseload management tools help you stay organized or increase efficiency throughout the day?

I find the easier it is to consolidate my client information, the more streamlined my performance. This translates into being organized and being able to be as efficient as possible based on my caseload’s needs. Not having to shuffle through papers to enter/retrieve notes taken during a session is a HUGE timesaver in and of itself! While providing teletherapy, everything is computer-based, from the materials to the treatment. Why should the calendar and note-taking be any different? Again, to have the information available online and in one area is ideal.

3. What platform do you use, and how are you able to utilize its features to make the materials interactive with your students?

I have used a number of different platforms over the years, but the two that I currently use the most are TheraWeb (through Therapy Source, Inc.) and Zoom (my teletherapy consulting business). Both are user-friendly and offer the tools I need. Since most, if not all, of the SLP Now materials are in a PDF format, they are ready to be uploaded into my students’ virtual classrooms while using TheraWeb. There, I can pull up the materials I’ve saved for each student in his/her own private virtual classroom to address the skill targeted for that day. The students can type the answers onto the actual documents, use the drawing tools to circle correct answers, color items, etc. While using Zoom, all I need to do is screenshare the document with my student, and s/he can interact with the material in the same manner. In terms of the crafts that come with some of the units, I like to assign those as speech-language homework, having the student take the instructions home to complete with his/her parents. This typically leads to discussion about what was worked on in speech-language therapy that day, which is the intent.

4. What materials do you use most? Can you give an example of how you might use them in a teletherapy session?

I became a member once I discovered Marisha’s website in 2015. During an ASHA Convention in 2016, I met Marisha at her booth and explained how I found her materials to be a huge timesaver. At that time, I used the bundles and continue to use them today. I wanted to find a way to create language materials that were literature-based, but I just couldn’t find the time to do it. Voila! Marisha did it for me. My students enjoyed interacting with the materials, which meant keeping them engaged was less of an issue.

Scenario: I am working with a first-grade student whose goal focuses on curricular vocabulary. I like to use themes, and the class happens to be discussing bugs. I type that in the search under “Themes.” I am presented with a variety of resources to draw from. I tend to download the book guide and book activity bundles and decide from there what pages to use for each client in that group (or individually). I have worked with students that are schooled at home through a virtual public-school system (virtual academy), as well as students located in a brick-and-mortar setting that have a tele-helper nearby to assist with cutting/pasting/coloring/crafts. Both types of students have benefited from the use of these materials.

5. Can you describe what literacy-based therapy looks like in a teletherapy session?

I tend to use digital copies of materials if I can find them online. I love the website Epic Books for Kids because they have most of the popular classics, as well as newer children’s books online. If I need to use a hard copy of a book, then I pull out my document camera that allows the student to see the pages as if standing next to me looking down and reading.

While implementing a literacy-based approach, I like to align parts of the story worksheets. Depending on the age of the student, I will teach strategies for predicting, inferencing, summarizing, identifying the main idea, etc., and I will use the SLP Now materials to practice these skills. Then, I will use a book I chose and the materials Marisha has available that correspond with a book of choice to put those newly learned strategies to use (e.g., generalization of skills; carryover).

6. Any advice for a therapist transitioning from a physical school or clinic setting in terms of how they might need to make adjustments with how they access and/or use the materials?

You can use hard copies with a document camera and screen share using the tools available to interact with the material, but in the long run, I think it would be easier to download them as needed. Keep in mind that there are tricks to organizing the materials for easier access. I typically set up a folder for the school my students attend and create folders for each of my students I see individually (or for each group). If you have hard copy materials you’ve accumulated over time, then you can scan those in using a copier/scanner and upload them to your computer to use when necessary. When I do my therapy planning, I create shortcuts for the materials I want to use with a particular student/group and place those shortcuts in that student’s/group’s file folder that I previously created. I may even create a subfolder under that student’s/group’s folder, labeling it with the date I plan on using those materials.

(You can also attach materials to a session in the SLP Now membership! Click here to see the entire process in action.)

7. Any additional tips you’d like to share?

I think the blog posts and videos discussing and/or demonstrating how to use the materials are very helpful. If I am looking for additional inspiration, I can watch a video or refer to an associated blog post. I use that information to help me generate even more ideas about how I can integrate materials into my teletherapy sessions.

A huge thanks to Tracy Sippl for sharing her experience with us today!

Are you a teletherapist? Do you have any favorite strategies or tools? Let us know in the comments below!

An SLP’s Guide to Curriculum-Based Therapy Planning

August 6, 2018 by Marisha Leave a Comment

You love the idea of curriculum-based therapy. Less prep for me and improved outcomes for students? Sign me up! But then you start thinking about all of the potential barriers.

How in the world am I supposed to get this all organized?

How can I possibly make time to find out what my teachers are covering in the classroom?

How do I make sure I’m actually providing therapy (not a fancy tutoring service!)?

Ugh. Overwhelming, right?

The good news is that it is totally doable!

1. Map Out Your Goals

I fill out a Caseload at a Glance sheet to map out my students’ goals. It’s easy to feel overwhelmed when tackling a new therapy approach, and this sheet just makes it feel that much more manageable!

Once you have your caseload’s goals mapped out, you’re ready to start prepping materials.

2. Prep Your Teaching Tools

Look through your students’ goals and identify which ones you feel comfortable teaching and have materials for.

When you’re implementing curriculum-based therapy, you’ll definitely want visuals to scaffold these skills (when you first introduce the skill and when you target the skill in context). I also like to have structured teaching activities and assessments on hand, in case a student needs extra support or in case I get stuck!

3. Reach Out to Teachers

Check out last week’s teacher communication post for a deep dive on this topic!

4. Plan Your Sessions

Now we get to put it all together!

I use SLP Now to keep track of my session plans, data, and communication logs. Check out the video above for a closer look at that process.

6 Steps to Successful Communication with Teachers

July 23, 2018 by Marisha Leave a Comment

Establishing successful communication with teachers can be quite the undertaking. There are so many reasons why it shouldn’t work, right?

Everyone is too busy.

No one understands my role as an SLP.

Teachers don’t want to collaborate with me.

Communicating with teachers takes too much time.

Teachers don’t care about what I’m doing or what I have to say.

The list goes on and on!

Let’s just imagine that we can magically remove all of those barriers. Let’s imagine a school where the SLP and teachers work together to meet their students’ needs. Teachers understand what the SLP does, and the SLP understands the dynamics of the classroom and is able to offer invaluable support.

That sounds pretty amazing, doesn’t it?

It’s totally doable, too!

I’m not the most articulate SLP. I’m not the most experienced SLP. I also didn’t walk into the perfect school. (In fact, I was told multiple times that I had the most challenging school in the district.)

I could continue, but the point is that I’m not special. If I can do it, you can, too!

Here are six strategies that helped me win over my staff and make a difference:

1. I show that I care.

We all care about our students. That’s why we do what we do!

That said, because of the nature of our jobs, it’s easy for teachers to imagine what our days are filled with if we aren’t present on campus. They’re busy running around, trying to manage a room of 20+ students. They sometimes see us with small groups of students, and they hear that all we do in speech is play games. Sometimes we don’t even have kids in our room! (We must just be sipping our coffee and browsing Pinterest, right?!) That’s clearly not the case, but they don’t know that.

We can clear up any misconceptions by showing up and giving the teachers a chance to get to see us in action. We can participate in staff meetings. We can provide services in the classroom. We can show up to school events. We can eat lunch with the teachers. We can check in with teachers. There are countless options!

We don’t have to do all of these things, but stepping outside of our comfort zone once in a while can significantly change teachers’ perceptions of us. They’ll be more likely to follow through on requests and collaborate with us. This, in turn, makes our jobs a lot easier and allows us to better help our students.

2. I hosted a scheduling party.

This was the best way to start the school year! It made my job incredibly easy, and the teachers raved about the process. (They loved being involved, and the schedule was made in a matter of minutes.) I also brought some treats, which never hurts!

Check out this post for all the details on how to set up your own scheduling party.

3. I provide education.

I presented at a staff meeting and shared resources as issues came up.

If presenting to the staff makes you nervous, then you’ll love the communication templates included the SLP Now Resource Library!

4. I make sure they know their students’ goals.

At the beginning of the school year, I print out an IEP at a Glance for my teacher. (Your IEP system should be able to automatically generate one. A copy of the goals page could do the trick, too!) I provide them with all the information I think they need to know about their students, especially when it comes to accomodations written in the IEP.

I spend a few minutes reviewing the goals and explain how I’m going to target those goals. I also make sure they understand which accomodations their students need to be successful in the classroom.

It only takes a few minutes for each classroom, but it makes a world of a difference. I have the teachers sign off that I reviewed the IEP at a Glance with them and that I gave them a copy. This increases their accountability, and I don’t get quite so many “Oh! I didn’t know he was working on THAT in speech!” comments.

5. I offer to support them.

When I’m meeting with the teachers to review the IEP at a Glance, I also ask them what their goals are for the year. (I’ve always worked in schools where teachers had to set professional growth goals.) I offer to support them in that area, which the teachers really like! Teachers may request support in another area (based on students’ needs), but that is totally fine, too! We’re still making their jobs easier.

Getting this information at the beginning of the year makes it incredibly easy to implement curriculum-based therapy!

For example, one teacher set a goal to increase students’ performance on a state reading test. She was using a set of ReadWorks articles to teach critical skills. She even had the articles planned out for the entire school year! She shared her list with me, and I was able to pull those articles and use them in therapy.

One year, the third grade teachers set a goal to improve students’ performance when solving math word problems and explaining their answers. It was a very language-heavy task, and my students were struggling. I was able to target my students’ goals (e.g., vocabulary, grammar, inferences, summarizing) using these activities. The classes completed one problem a week, and the teachers shared them with me ahead of time. By using these activities as the context for our therapy sessions, my students were able to participate in a lesson that would normally be too challenging for them. This was also a perfect opportunity for generalization, because what we worked on in speech was directly tied to their work in the classroom.

6. I check in.

I send quick emails as students make progress or if I have a question. I try to make sure I touch base with each teacher at least once a month to make sure everything is going okay. Being proactive makes it possible to identify problems early and to make adjustments to the therapy plan as needed. Checking in also prevents those awkward conversations during IEP meetings, which is a fabulous bonus!

You might already be doing a lot of these things. If so, take time to celebrate! *insert 30-second dance party*

I also assume that you read this because you feel like there’s something missing. Improving teacher communication can feel like an impossibly huge project to tackle. I encourage you to set one goal. What is one thing you want to change this year? Don’t overthink it. Just pick one thing and make it happen!

Once you’ve got that down, come back and pick another goal. By tackling this one step at a time, I know you’ll make huge gains!

Let us know what your first action item will be in the comments below!

Must-Have Handouts and Forms for SLPs

July 9, 2018 by Marisha 5 Comments

We have a lot to keep track of as school-based SLPs! I found that my life got a lot easier once I had an organized system to keep track of my forms and handouts.

First Step: Getting Organized

I print copies of the forms that I use most often. I set up dividers (e.g., Teacher Info, Referral Forms, Assessment Forms, Articulation, Language) and put multiple copies of each form in sheet protectors. I grab the binder on my way to a meeting so I can pull whatever I need at a moment’s notice.

Now let’s dive in! Here’s a roundup of some of my “must-have” forms!

Getting Started

SLP Editable Letter of Introduction to Parents Template (Free)
I always send this out to my parents at the beginning of the school year!

I also share my Remind invitation with parents!

Referrals

Looking for tips to manage your referral process? Check out this post!

What is an SLP? (Free)
First things first… Teachers don’t always know what our role is! I share this at a staff meeting to make sure the staff knows how I can help support their students!

Speech/Language Concerns: Teacher Handout (Free)
This is a great companion to the “What is an SLP?” handout. It helps give teachers an idea of what would make a good referral.

Teacher Input Form (Free)
This download includes forms for teachers to fill out, particularly when they have concerns regarding articulation, fluency, or language (receptive, expressive, and pragmatic).

Student Observation Form (Free)
This form helps me structure my observations! Very helpful!

You might also want handouts to a) explain the process to teachers and b) obtain parental consent for an observation/screening. All of the districts that I’ve worked in had their own forms for this process, so ask around before you reinvent the wheel!

Navigating Paperwork

Here are some general tips to help you navigate the piles of paperwork!

Evaluation and IEP Checklist (Paid)
You’ll want to modify this based on your district’s requirements, but it can really help streamline the process once you document all of the steps!

Language Sample Analysis Checklist (Free)
This is a great checklist to guide your language sample analysis.

Language Sample Cheat Sheet (Free)
A time-saving tool that includes a cheat sheet and a smart spreadsheet that will automatically calculate MLU for you.

I also use the observation form listed above when preparing for an evaluation!

Navigating the Evaluation Meeting

An evaluation can be an incredibly overwhelming process for a parent. I like putting together a packet of resources so that the parent can review the information later. Referring to visuals during the meeting doesn’t hurt either!

Pacific Coast Speech Bell Curve Visual (Free)
This is a great visual to use when explaining evaluation results.

Speech-Language Disorders & Therapy Explanation Handouts for Parents and Teachers (Paid)
These handouts cover a large range of topics and are great to share when explaining results to parents who are new to special education.

Early Intervention Parent Handouts for Speech and Language Development (Paid)
I often use these handouts when reviewing evaluation results with parents of younger students. The Language Strategies handouts are also helpful to empower parents to follow through at home.

I also love this visual for speech sound development.

Collaborating with Parents and Teachers

These handouts empower parents and teachers to support their students’ progress at home!

Literacy-Based Therapy Handout for Parents (SLP Now Member Exclusive)
I also share this handout with parents and teachers. It explains what I’m doing in therapy (and why!) and gives suggestions for strategies that can be used at home.

Articulation Handouts for Parents and Teachers (Paid)
I love sending these handouts home with parents! The explanations and visuals are fabulous.

There you have it!

Do you have a favorite handout or resource? Share it in the comments below!

How to Manage Your Paperwork

July 2, 2018 by Marisha Leave a Comment

Paperwork…the bane of an SLP’s existence?! The good news is that it doesn’t have to be. We can put systems into place that make managing paperwork a less painful process.

Here’s a peek at how I manage my paperwork!

Step 1: Make a Checklist

The best way to overcome the overwhelm and get things done more efficiently is to break a project (like writing an IEP) into smaller steps. It makes it easier to get started, and you’re less likely to miss important steps.

You can use a digital calendar/task management system! I love using Asana to keep track of my steps.

If you prefer paper and pencil, you can also use these printable checklists.

Step 2: Keep Track of Due Dates

Whether you’re using your online IEP system, SLP Now, or a yearly calendar, make sure to write down all of your due dates! This is super important for Step 3… (:

Step 3: Work Backwards

It’s inevitable that some months are heavier than others. If I have 60 IEPs to write this year, then I’ll try my best to split the workload evenly (i.e., about 7 IEPs a month). If I have three IEPs due in September, then I might get a head start on a few so I don’t end up having to write 10 reports in October. I might not always be able to move up the meeting, but I do have the “power” to plan ahead for those super crazy months. It doesn’t always work out perfectly, but it’s a system that has worked pretty well for me!

Step 4: Set Up a Folder System

In order to keep track of all the moving pieces, I use a hanging organizer to keep track of the IEPs that are still being written. The organizer only has six pockets, so that means I can work on up to six IEPs at a time. I know I need to spend some extra time on paperwork if I fill up all of those slots! I move the folders to my filing cabinet once the IEP is written and ready to go for the meeting.

This system keeps my desk (mostly) clutter-free and makes it super easy to figure out what I need to work on next.

Here are some of my favorite paperwork organizers!

Step 5: Create a Routine

I build paperwork time into my schedule. I also schedule time once a month to plan out the next batch of IEPs.

I use Asana to keep track of these dates, but you could also add reminders to your Google Calendar or write in a paper planner.

Looking for more paperwork tips? Here are some of my favorite hacks!

How to Set up Your Caseload

June 19, 2018 by Marisha Leave a Comment

I always feel like a headless chicken at the beginning of the school year–especially when I’m starting at a new school with a new caseload.

Luckily, the overwhelm has decreased over the years! I’m excited to share my steps for setting up your caseload.

Step 1: Make a List

Putting together a list of your students can end up being quite the scavenger hunt–especially depending on the school district!

Here are some things that you can try when compiling that list:
– Contact your special education department.
– Look for a list of last year’s students (or their files).
– Ask the office administrator for class lists.
– Check your online IEP system.

Step 2: Organize the Data

Then, I make sure to add a list of my students to the district’s IEP software. This is usually good enough when it comes to tracking IEP and evaluation due dates, but it was never easy to use when it comes to finding planning scheduling, keeping track of parent contact information, creating data sheets, etc.

I export the data and add it to my SLP Now account. (Not sure how to export? Contact your special education department and/or IT friends! You might also be able to find a tutorial by searching the name of your district’s software on Google!)

I love this, because it makes it so easy to access the information that I need on a daily basis! I can find my student’s age, teacher, parent contact information, goals, etc. in a matter of seconds.

Step 3: Review Your Files

Now that all of the data is organized, I can dive in a file review.

As I look over the files, I enter my student’s goals and make notes in the student’s SLP Now profile.

Step 4: Create a Caseload at a Glance

I also fill out a Caseload at a Glance sheet to help break things down even more. It’s easy to feel overwhelmed when tackling a new caseload, and this sheet just makes it feel that much more manageable! It makes it easier when setting up groups, and it helps me prioritize which materials I need to track down and/or create.

Ready to tackle your caseload?