tag:blogger.com,1999:blog-89242565472150873472024-03-19T04:48:37.659-04:00Old School SpeechHi! I am a veteran Speech Language Pathologist of 30+ years. Most of that time has been spent in the school setting, although I worked 2 years in a Skilled Nursing Facility. In my blog, you'll find tips, advice, and app reviews. Even though I'm "old school", I've learned some ways to work smarter, not harder that I share. Thank you for stopping by! Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.comBlogger406125tag:blogger.com,1999:blog-8924256547215087347.post-9129639501115988602023-05-06T09:40:00.000-04:002023-05-06T09:40:01.903-04:00Is There Life after Being an SLP?<p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhO-4PcAV6EWruXTJm5roRyxqq1MhaZmWEmw5WBeZFGAMbjEVVxZf3riIcADoy4CbvR-70nPiLaa_XNEE7WA2k7tK6Od3ORagJblNIYwn1YfK_XaIIbZz3NyM221dswfpksrmrP00KQLN-ngawzDilkq9sIy2GRAj5ZCC7YyERJxxp_1VvtVYGyOZuS" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="1080" data-original-width="1080" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEhO-4PcAV6EWruXTJm5roRyxqq1MhaZmWEmw5WBeZFGAMbjEVVxZf3riIcADoy4CbvR-70nPiLaa_XNEE7WA2k7tK6Od3ORagJblNIYwn1YfK_XaIIbZz3NyM221dswfpksrmrP00KQLN-ngawzDilkq9sIy2GRAj5ZCC7YyERJxxp_1VvtVYGyOZuS" width="240" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; font-family: PlusJakartaSans, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Oxygen, Cantarell, "Helvetica Neue", Ubuntu, sans-serif; text-align: start; white-space: pre;"><span style="font-size: xx-small;"><i><a href="https://www.pexels.com/photo/photo-of-woman-leaning-on-her-desk-4064169/" target="_blank">Photo by Marcus Aurelius: </a></i></span></span></td></tr></tbody></table></p><p>I've been an SLP for 39 years. That's a long time. I've seen a lot of changes; some of those were procedures/ideals that circled back to where we started. A lot has happened. A semi-quick recap: </p><p></p><ul style="text-align: left;"><li>We've gone through a global pandemic and 9-11.</li><li>I've raised 3 boys and have managed to stay married for 39 years. </li><li>I've worked in 3 states, 6 school systems, and 15 schools (8 of those in my current school system), and have served hundreds of students from Pre-K through age 21. </li><li>I worked in an SNF for 2 years.</li><li>I've had leadership positions within the SNF company and a school system.</li><li>I've worked with students with all kinds of backgrounds and diagnoses. </li><li>I've seen kids through inclusion, pull-out, and virtual (thank you COVID) </li><li>I've seen my caseload as high as over 100 and as low as 30 (when I was a lead therapist and only did therapy part-time). </li><li>I've dealt with Medicaid billing but am now working a dream job...no billing because we contract with an outside agency to see our Medicaid students and do billing. </li><li>I've written out countless IEPs until everything became computerized. </li><li>I've worked with great teachers and not-so-great ones. </li><li>I've had fantastic principals who knew exactly what my job was, and very few who had no clue.</li><li>I've been extremely fortunate to have never worked in a closet...I've had my own space (except when working at the middle and high school levels) and have even worked in some schools where I had a sink, window, and/or outside door. </li></ul><p></p><p>But...I'm tired. 39 years is a very long time to be doing the same thing. If I could only write IEPs from evaluation reports and therapy data, I would. That is, without doing the meetings. Writing IEPs is my jam, for sure. I'm sure that makes me some kind of weirdo...I hear people complaining all the time about how they abhor writing IEPs. Just give me the data and the facts, and I'll write an excellent IEP. (If anybody knows of a job out there like that, head them my way!)</p><p>Being an SLP has been an <i>enormous </i>part of my life, of who I am. I have practically lived and breathed speech pathology for most of my 39 years in the field. School therapy has my heart. There are some SLPs out there who think School SLPs don't know what they're doing, but I say that's very rare. Yes, I've seen some who don't know what they're doing but for the most part, they do. It's hard to juggle being a diagnostician, therapist, and director of meetings, not to mention having to get along with school administration, teachers, students (of course), and parents. It's a tough job. Along with our own egos, we're dealing with everyone else's. </p><p>So, what am I going to do? My official retirement date is 05/26/2023. My initial plan was to work until I had 40 years total, but in January 2021 my husband and I received some earth-shattering, life-changing news. It's time for us to enjoy life and travel while we can. It's time for us to enjoy the freedom of little responsibilities. It's time for us to see the beauty of this country and life. There are some kinks that have to be worked out but I know it's going to all work out as it should. </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd6lRdBB5XRGASkSQlG6TIvIPMVziP8YZna1GJwWovvd9339WAEujcN3qcFlIsjaHaEJhvt2vU7HuNewHiDxSKmkD2TYWkiaXEQbwv1A73FedPYA-kE8GQBZ-MYYAvdYDWfAeFwdFQipC1g-BUae4dnBXA3d7LVALd7v4nTwZZzrD83rdFw78d0Bdt/s2479/0415231426.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2479" data-original-width="2479" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd6lRdBB5XRGASkSQlG6TIvIPMVziP8YZna1GJwWovvd9339WAEujcN3qcFlIsjaHaEJhvt2vU7HuNewHiDxSKmkD2TYWkiaXEQbwv1A73FedPYA-kE8GQBZ-MYYAvdYDWfAeFwdFQipC1g-BUae4dnBXA3d7LVALd7v4nTwZZzrD83rdFw78d0Bdt/w200-h200/0415231426.jpg" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><i>This is our plan!</i></td></tr></tbody></table>As for this blog, I'm signing off. I haven't kept up with it in such a long time so no one will miss me! I've really enjoyed sharing my experiences and opinions with whoever would listen. I'm going to keep <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech" target="_blank">my TpT Store</a> open and may even add more products, so be on the lookout! I've already closed my IG account but you can follow along our adventures with our Flyin' the Coop <a href="https://www.coopersflyingthecoop.com/" target="_blank">blog </a>and <a href="https://www.instagram.com/flying_the_coop/" target="_blank">IG</a>, or my personal <a href="https://www.instagram.com/mskicoop/" target="_blank">IG</a>. Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com1tag:blogger.com,1999:blog-8924256547215087347.post-78041450709744991222022-09-10T10:43:00.000-04:002022-09-10T10:43:00.930-04:00Not ANOTHER /r/ Post! Visual Cues for /r/ Production<p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-elQz_2hb85RAhO7dAmJ3_dquyIw8OfaBanbmNfMmnnC7p6ncmhqJHKJNLNWllDvvkQ-KCjwB0k-e06LgNbb4R2hWIAAgi27V3ak-tamzh10QriDNDa62p4HSyquVI7iSHs_clZNDDFQ_yz5SOxQWnOO2sMh05lQ-D6LIB7SqMHpmqFnlMCjjdCT7/s1000/frustration.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" data-original-height="993" data-original-width="1000" height="318" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-elQz_2hb85RAhO7dAmJ3_dquyIw8OfaBanbmNfMmnnC7p6ncmhqJHKJNLNWllDvvkQ-KCjwB0k-e06LgNbb4R2hWIAAgi27V3ak-tamzh10QriDNDa62p4HSyquVI7iSHs_clZNDDFQ_yz5SOxQWnOO2sMh05lQ-D6LIB7SqMHpmqFnlMCjjdCT7/s320/frustration.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: PlusJakartaSans, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Oxygen, Cantarell, "Helvetica Neue", Ubuntu, sans-serif; text-align: start; white-space: pre;"><a href="https://www.pexels.com/photo/frustrated-stressed-female-office-worker-12911207/" target="_blank"><i><span style="font-size: xx-small;">Photo by Mizuno K</span></i></a></span></td></tr></tbody></table><br />Yes, here it is. Another post on working on that /r/. It's the bane of most school-based SLPs' existence. There. I said it. It's not easy. The sound is so complex and the student has to remember a million different things! (Maybe not a <i>million</i>, but it will seem like it!) As my experience has grown, I'm discovering more ways to explain to students how to make the /r/. Self-awareness is such a huge part of it. I tell my students that I can't do it for them...all I can do is tell them what to do. It's up to them to feel the tongue position and to hear how the production sounds. It's tough, for sure. </p><h3 style="text-align: center;">Making the Student Accountable for Self-Awareness</h3><p>I've written a <a href="https://www.oldschoolspeech.com/search?q=r" target="_blank">few posts on /r/ production</a>. It's only been in the past few years that I've discovered a way to make the student accountable for self-awareness. For years I've had a chart hanging on my way with the "3 Things to Make a Good R"; this begins with using /i/ as a starter. I have now increased the 3 to 4 and also use /a/ as a starter. </p><div style="text-align: left;">One of the important things the child must do to achieve the tongue stretch necessary for a good /r/ is to have the correct motion of the tongue. At first, the motion is exaggerated. This is when I discuss "checkpoints" with the child. </div><div style="text-align: left;"><ol style="text-align: left;"><li>Start with the tongue at rest</li><li>Lightly touch the tongue tip to the alveolar ridge (behind the top front teeth)</li><li>Lightly touch the tongue tip to the top part of the hard palate (roof of the mouth)</li><li>Lightly touch the tongue tip to the part of the hard palate that slopes down.</li><li>Lightly touch the tongue tip to the "bony part". (This is where the hard palate meets the soft palate)</li></ol>While all of the checkpoints are important, I tell my students that #2 is very important: if they don't hit 2 the tongue won't stretch as it should. I show them with my arm the difference between hitting #2 and not hitting #2. When my tongue doesn't hit #2 my arm goes straight up instead of swooping out and up. I have the student do the arm motion with me and have them feel the stretch in the arm when the arm swoops out versus when it doesn't. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">I made a couple of visuals for the /r/: one with /i/ as a starter and one with /a/. These charts can be printed off, placed in a dry-erase folder, and used with the students. Or, you can copy it and send it home. These charts can be found in <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech" target="_blank">my TpT Store</a>: <a href="https://www.teacherspayteachers.com/Product/4-Things-for-a-Good-R-Visual-Cues-Using-i-and-a-as-Starters-8531451" target="_blank">4 Things for a Good /r/</a></div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP1BFxYKdeq8g6PlBylNkwHsN7z9XD-42xFMGODNV-0Qd02e2zoGuKp3zNiFjxL3gLTk3jZhDFLuQnyDvv1s0fpieiX6wJEgQsdqB-3TDNvbtyD-mGWEn2frA_WiRWDVUjPxAZ68Foyp8r0lpLkmLCbSa4Tfb8nhRxYYZJbWgQl68BUB_Dw4Q0PqyB/s960/4%20things%20for%20a%20good%20r%20page%204.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP1BFxYKdeq8g6PlBylNkwHsN7z9XD-42xFMGODNV-0Qd02e2zoGuKp3zNiFjxL3gLTk3jZhDFLuQnyDvv1s0fpieiX6wJEgQsdqB-3TDNvbtyD-mGWEn2frA_WiRWDVUjPxAZ68Foyp8r0lpLkmLCbSa4Tfb8nhRxYYZJbWgQl68BUB_Dw4Q0PqyB/s320/4%20things%20for%20a%20good%20r%20page%204.png" width="320" /></a></div><h3 style="text-align: center;"><br />How I use the Charts</h3><div>Before we start each session I will review what the tongue has to do for an /r/. Eventually, I have the student tell me and then the chart goes away and the student tells me without looking. I have the curved pvc pipe and a mirror ready. Following a production, we look at the chart and the child tells me what was/wasn't done. To begin with, I will make a mark in the box: x for 'no' and a check for 'yes'. After a few trials or sessions (depending on the student), the mark is made by the student on the top line and I will mark what I observed. I have used this with students as young as first grade. If it's not understood at first, eventually it is. At times, I focus on just 1 of the 4 things. If the student continuously missed the #2 checkpoint, we will focus on that until it is hit. </div><div><br /></div><div>As all SLPs are aware, therapy is all about visuals. Unfortunately, we can't make the sound for them. We can try to manipulate the tongue but ultimately it's up to the child to make the sound and to be aware of what the tongue is doing during attempts. The /r/ is a sound that has to be <i>felt </i>and <i>heard</i>. </div><h3 style="text-align: center;">One More Visual Idea</h3><div>With my students who are in 3rd and 4th grade who still just can't get that /r/, I use the <a href="https://apps.apple.com/us/app/voice-memos/id1069512134" target="_blank">Voice Memos app</a>. It is a free app that allows the student to see the difference between correct and incorrect production. It gives them immediate visual feedback as to whether or not the tongue is loosening or if it's staying tight.</div><div><i>** Just a reminder: always delete recordings of your students on your devices, even if it is a school-owned device.</i></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDhbW78pmv6wMeBtHVZFPKGbSYvWLYGPE7llCcQ_HzwZEp5CZXb3Hqj-sioSvMIF4Swo9LVJxOV4SLylD7VrIYYwrlwh98mxUyAuuGELkhC_7ya9XBRDBi6FDzi23dRe7bMWOeQAIqyeSYNqvFAEjFCIpQuQUrLhhL7sBpZY567Egr4fRLAu7oK2j5/s1486/IMG-0369.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1486" data-original-width="1412" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDhbW78pmv6wMeBtHVZFPKGbSYvWLYGPE7llCcQ_HzwZEp5CZXb3Hqj-sioSvMIF4Swo9LVJxOV4SLylD7VrIYYwrlwh98mxUyAuuGELkhC_7ya9XBRDBi6FDzi23dRe7bMWOeQAIqyeSYNqvFAEjFCIpQuQUrLhhL7sBpZY567Egr4fRLAu7oK2j5/w304-h320/IMG-0369.jpg" title="Image showing correct versus incorrect /r/" width="304" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><i><span style="font-size: x-small;">Correct vs. Incorrect /r/</span></i></td></tr></tbody></table><br /><div>Have you tried any of these things? Or, do you have a sure way to target the /r/ that works? </div>Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-76876786558901472272022-09-05T11:32:00.016-04:002022-09-10T09:01:33.988-04:00How do Students Know WHEN to Produce the Target?<p></p><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgY0d4HD5bFZJ_5ojcSW_TUvPP4WSwO9EGWVY2gmbGbaxUyrSPZLDCXYVodDLFExj19Vq7lmza9X5qtspnQAu0OlfJMSViW0AcO3jj0fHrQxx9WXZSPTkJ3oHSkZvWYeevwtl7Lz9SAO-A-3-MMduUUDt79Do6ym9VV_JQ-H0Xyy0hSPR_BH9xBUayV/s960/Where%20is%20your%20sound.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgY0d4HD5bFZJ_5ojcSW_TUvPP4WSwO9EGWVY2gmbGbaxUyrSPZLDCXYVodDLFExj19Vq7lmza9X5qtspnQAu0OlfJMSViW0AcO3jj0fHrQxx9WXZSPTkJ3oHSkZvWYeevwtl7Lz9SAO-A-3-MMduUUDt79Do6ym9VV_JQ-H0Xyy0hSPR_BH9xBUayV/s320/Where%20is%20your%20sound.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td class="tr-caption" style="text-align: center;"><i><span style="font-size: xx-small;">Photo by <a href="https://unsplash.com/@suicide_chewbacca?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Ashwini Chaudhary(Monty)</a> on <a href="https://unsplash.com/s/photos/confused-child?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a></span></i></td></tr></tbody></table><br /><span style="text-align: left;"></span></td></tr></tbody></table>Raise your hand if you have students/clients who will generalize their target sound into other positions of the word. ✋ I am definitely right there with you. Here's my thought: If a child doesn't know where to make the sound, how will the sound be made in the correct position? It's frustrating, I know. I've been there and I continue to be right there in the thick of it.<p></p><p>I am big on using children's books in my therapy. In fact, it's rare when I don't use one throughout the school year. I will use a book for several weeks before starting a new one. With my artic students, I start off the book by reading each page slowly, emphasizing the target by holding the sound out. The students make a mark on their sheet (see below) for every word they hear with the target. I have counted the targets ahead of time and put the number on a sticky note that is placed on the inside cover of the book. Then we compare the percentage to the previous book and see how they did. If I suspect a student is randomly marking, I will watch closely. If a mark is made when the target wasn't said, I will ask them the word they heard that had the sound in it. That usually does the trick and the student pays closer attention. If there are more marks than there are instances of the sound in the book, it doesn't count. </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://drive.google.com/file/d/1JJhZ6BfS2OxlQibgUcDKjPmc9eZYDFG8/view?usp=sharing" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="1135" data-original-width="880" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg18x8QKG-m2-6xzDcOH3Udv8JAyytMhM8jtLu0EGAsq9sxxGqaE_toVd2VfeixC9XKKytFegCNHitLZsZanpgG5IHEflpztOutHFCNrMq4tDqjzdLf2QgBwwpnP_MBiq5ca8AeEnEyfNcKkMFXtDq604UYgsBDaBTp52Yflj7Y0ymH8mRId7QHfxY8/s320/Sounds%20in%20Books.png" width="248" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><i>Click on the picture for your free copy.</i></td></tr></tbody></table><p>Every now and then I have a student who just doesn't "get it"; it just isn't clicking. I created a <a href="https://www.teacherspayteachers.com/My-Products/search:Where%20in%20the%20word" target="_blank">"Where in the Word"</a> series (available in <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech" target="_blank">my TpT store</a>) to aid students in determining the position of the target sound in a word. <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech/Category/Digital-349865/Search:Where+in+the+word" target="_blank">Digital </a>(no internet required) and <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech/Category/Digital-BOOM-429550/Search:Where+in+the+word" target="_blank">BOOM Decks</a> are available. The BOOM Decks are ideal for assigning home practice. The digital version may be printed out. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHtTfZcNt2q781Gdw9n-ApyfFTP7T5yqosvBVhauCxvNfGZLyecRWRJuf9x_OgmeOej2R8dD61rm4Nxj9mdeqE_L1zqOJuH9QxahjtubBObI9L6mzQgJy0HMk5u7vMg64I2tg0TEEAQEaY811gUwAKO0_igCUwR0i90INoX11HTSZanODuIK7bPrro/s1589/where.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="779" data-original-width="1589" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHtTfZcNt2q781Gdw9n-ApyfFTP7T5yqosvBVhauCxvNfGZLyecRWRJuf9x_OgmeOej2R8dD61rm4Nxj9mdeqE_L1zqOJuH9QxahjtubBObI9L6mzQgJy0HMk5u7vMg64I2tg0TEEAQEaY811gUwAKO0_igCUwR0i90INoX11HTSZanODuIK7bPrro/w400-h196/where.png" title="Where in the Word Bundles" width="400" /></a></div>If only certain sounds are needed (and not the bundle), the following sounds are available as of 09/05/2022: /f, g, k, l, r, s/. <div><br /></div><div>If I have some extra time at the end of a session, I use <i>Where in the Word</i> as a review. It's quite telling when you have been working on a sound with a student but they have difficulty with this task. It will definitely aid with carryover if the student knows where the target sound is in a word. It's really just common sense.</div><div>I make it as simple as I can for my students: Only identifying if the target is in the beginning, middle, or end of the word is required. If the position is not correctly identified, all of the sounds in the word are broken down. Being able to identify beginning, middle, and end is a requirement.</div><div><br /></div><div style="text-align: center;">Below is a preview of the digital version.</div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyBl9iNAToBbjZSXbnZ_Pyj32Q5gA9Od1ZKOMncEiUYxqp8fx9UMR60Fb56oyIHBjQ_CbSBurZ1Dh71LWGazw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /></div><div style="text-align: center;">And the BOOM Version.</div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzIXxMuZnqdsjgB0Ma0QUAqXUuQnaU1ene4b_72W9TnXgd9Lz309dE8zAR-XRh6qtA6lWdakkj0Ivv3ORMcFQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>I regret that I didn't begin doing this at the beginning of my career. I get caught up in drilling my students that I forget this important piece. When using picture cards during therapy, I make use of the word under the picture by having the student look at the word and find the red letter (the target sound). Reminders are given that the tongue must be in the correct position where the red letter is. That works most of the time, but <i>Where in the Word</i> takes it to another level for those students who are in need of that skill.<br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /></div>Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-12087071596098953022021-07-22T17:30:00.003-04:002021-07-22T17:30:55.743-04:00Taking Baseline Data and Progress Monitoring for Articulation<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFeMt52-qJy4Jkt0sS30sTNmicOuRrZRMefgFC4xe9Cpr2bCNi2xzl-7YGNALwWr_LUWaCgHpvY5DxlYBU05hAkZ7WDmpg27cbT6YZrw3zlhqdCRJ1iyzLu_Yw54A24tR6MsjQp4uhG7Y/s960/baseline+data+blog+post.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="960" data-original-width="960" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFeMt52-qJy4Jkt0sS30sTNmicOuRrZRMefgFC4xe9Cpr2bCNi2xzl-7YGNALwWr_LUWaCgHpvY5DxlYBU05hAkZ7WDmpg27cbT6YZrw3zlhqdCRJ1iyzLu_Yw54A24tR6MsjQp4uhG7Y/w200-h200/baseline+data+blog+post.png" width="200" /></a></div><div style="text-align: left;"><h3 style="text-align: center;">Is it a true baseline if the responses are imitative?</h3>Taking baseline data for my articulation students has been a huge dilemma for me. Sometimes I will just use the data from the previous school year; other times I will use the S-CAT (Secord Contextual Articulation Tests by Wayne A Secord and Richard E. Shine)- Contextual Probes of Articulation Competence. In using this, however, there are a couple of things I'm not real crazy about. 1) there are no pictures so the responses are imitative, and 2) some of the words are not in a child's vocabulary, especially in the cluster analysis section. My question has always been, "Can I get a true baseline if the child is not spontaneously producing the words or sentences?"</div><div style="text-align: left;"><br /></div><h3 style="text-align: center;">Are baselines <i>required </i>in IEP Goals?</h3><div style="text-align: left;">A colleague recently told me that she heard in a presentation that some states are <b style="font-style: italic;">requiring </b>that baseline data be included within the goals. I Googled everything I could think of to include the key words and came up with very little. What I did find:</div><div style="text-align: left;"><ul style="text-align: left;"><li><div><a href="https://www.wrightslaw.com/info/iep.develop.popup.resp2.htm">Wrights Law:</a>
<span style="background: white;">The IEP team must
collect baseline data that describes your child's present levels of performance
and serves as the starting point for developing goals.</span></div></li><li><div>Wisconsin Dept of Public Instruction: In order for an annual
goal to be measurable, the goal must include a baseline measure to use as a starting
point for measuring progress and a level of attainment to identify the desired
end point. (Sample IEP Forms Frequently Asked Questions (FAQ)-Updated 3/25/19)</div></li><li><div>“You cannot know how far you have come if you don’t know
where you started.” Arlene B. Crandall Regional Special Education Training
Specialist RSE-TASC</div></li><ul><li>In addition, Ms. Crandall lists the <i>lack of data as a common IEP development pitfall</i>. </li></ul></ul>So, it would appear that no, baselines are not required to be included in IEP Goals. I contacted ASHA for more information and was referred to <a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d" target="_blank">IDEA, Section 1414 (d)</a>: </div><div style="text-align: left;"><h4 class="subsection-head" style="background-color: white; border: 0px; box-sizing: border-box; clear: both; font-weight: inherit; line-height: 1.1; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: times;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(d)</a> Individualized education programs</span></h4><div><ul class="statute-list" style="background-color: white; border: 0px; box-sizing: border-box; list-style-image: initial; list-style-position: initial; margin: 0px 0px 0px 0.5em; outline: 0px; padding: 0px; vertical-align: baseline;"><h4 class="paragraph-head" style="border: 0px; box-sizing: border-box; clear: both; font-style: inherit; font-weight: inherit; line-height: 1.1; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: times;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(1)</a> Definitions</span></h4><li class="statutory-body-1em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: times;">In this chapter:</span></li><ul class="statute-list" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; list-style-image: initial; list-style-position: initial; margin: 0px 0px 0px 0.5em; outline: 0px; padding: 0px; vertical-align: baseline;"><h4 class="subparagraph-head" style="border: 0px; box-sizing: border-box; clear: both; font-style: inherit; font-weight: inherit; line-height: 1.1; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: times;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(A)</a> Individualized education program</span></h4><div><span style="font-family: times;"><ul class="statute-list" style="border: 0px; box-sizing: border-box; list-style-image: initial; list-style-position: initial; margin: 0px 0px 0px 0.5em; outline: 0px; padding: 0px; vertical-align: baseline;"><h4 class="clause-head" style="border: 0px; box-sizing: border-box; clear: both; font-style: inherit; font-weight: inherit; line-height: 1.1; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(i)</a> In general</h4><li class="statutory-body-3em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">The term “individualized education program” or “IEP” means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with this section and that includes—</li><ul class="statute-list" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; list-style-image: initial; list-style-position: initial; margin: 0px 0px 0px 0.5em; outline: 0px; padding: 0px; vertical-align: baseline;"><li class="statutory-body-4em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i/I" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(I)</a> a statement of the child’s present levels of academic achievement and functional performance, including—</li><ul class="statute-list" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; list-style-image: initial; list-style-position: initial; margin: 0px 0px 0px 0.5em; outline: 0px; padding: 0px; vertical-align: baseline;"><li class="statutory-body-5em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i/I/aa" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(aa)</a> how the child’s disability affects the child’s involvement and progress in the general education curriculum;</li><li class="statutory-body-5em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i/I/bb" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(bb)</a> for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; and</li><li class="statutory-body-5em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i/I/cc" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(cc)</a> for children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;</li></ul></ul></ul></span></div></ul></ul></div></div><div style="text-align: left;"><ul class="statute-list" style="background-color: white; border: 0px; box-sizing: border-box; list-style: square; margin: 0px 0px 0px 0.5em; outline: 0px; padding: 0px; vertical-align: baseline;"><li class="statutory-body-4em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: times;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i/II" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(II)</a> a statement of measurable annual goals, including academic and functional goals, designed to—</span></li><ul class="statute-list" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; list-style: square; margin: 0px 0px 0px 0.5em; outline: 0px; padding: 0px; vertical-align: baseline;"><li class="statutory-body-5em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: times;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i/II/aa" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(aa)</a> meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and</span></li><li class="statutory-body-5em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: times;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i/II/bb" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(bb)</a> meet each of the child’s other educational needs that result from the child’s disability;</span></li></ul><li class="statutory-body-4em" style="border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; line-height: 1.4em; list-style: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: times;"><a href="https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d/1/A/i/III" style="background-color: transparent; border: 0px; box-sizing: border-box; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">(III)</a> a description of how the child’s progress toward meeting the annual goals described in subclause (II) will be measured and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;</span></li></ul><br /></div><div style="text-align: left;">I definitely think it is best practice to include baseline data in your present level and develop a goal from there. </div><div style="text-align: left;"><i>Check with your school district to determine how your goal and present level should be written.</i></div><div style="text-align: left;"><br /></div><h3 style="text-align: center;">I know I need baseline data...now what?</h3><div style="text-align: left;">Here are questions that now need to be answered: </div><div style="text-align: left;"><ol style="text-align: left;"><li>Where am I going to get my baseline data from? </li><li>How am I going to progress monitor? </li><li><div>Can a test be considered “baseline data”? </div></li><li><div>How can you
indicate progress if you don’t have baseline data and use different materials
to progress monitor?</div></li></ol>Here are my answers:</div><div style="text-align: left;"><ol style="text-align: left;"><li>First, check with your school district and see if there is something you <i>should </i>use. If not, there are a number of products on TpT. Or, if you have the S-CAT, you could always use that.</li><li>Whatever you use for the baseline should be used to progress monitor. Otherwise, you're comparing apples to oranges. <i><a href="https://books.google.com/books?id=N5hIDwAAQBAJ&pg=PA185&lpg=PA185&dq=should+the+same+stimuli+for+baseline+data+be+used+to+progress+monitor&source=bl&ots=dhAxl64CDZ&sig=ACfU3U3MsSsnCNgiYH61m3MyscDL1PWRjA&hl=en&sa=X&ved=2ahUKEwiU1c__vffxAhUBRjABHQ68AyYQ6AEwEnoECBMQAw#v=onepage&q=should%20the%20same%20stimuli%20for%20baseline%20data%20be%20used%20to%20progress%20monitor&f=false" target="_blank">Clinical Management of Speech Sound Disorders</a> </i>(edited by Carol Koch)<i>, </i>states that <i>The same stimuli selected for baseline procedures are typically not utilized during subsequent treatment sessions. Rather, they are reserved for progress monitoring and are considered nontreated, or untreated, target words. </i>(Chapter 8, page 185)</li><li>Good question, but I would say "no". If you are using testing as the baseline data, shouldn’t part of the goal be
written as, “___ will decrease the error of /r/ from 7 to 3”? If you use a test as baseline data, that
should be used for progress monitoring, which can’t be done since a test is considered
invalid if administered within a year of the last administration.</li><li>Well, you can't. (See the answer for #2.)</li></ol></div><h3 style="text-align: center;">Exactly what am I looking for?</h3><div style="text-align: left;">There are some products on Teachers Pay Teachers that address baseline data, but I wanted something that was tailored to what I want and how I want to use it. I wanted something that I could put on my iPad so I wouldn't have to flip through pages of pictures to find the target, but I also wanted the option to print. Other wants:</div><div style="text-align: left;"><ul style="text-align: left;"><li>Pictures for eliciting <i>spontaneous </i>responses</li><li>The option to isolate the target in a specific position or have 1 page with mixed positions</li><li>Data that doesn't take up the whole therapy session</li><li>A mixture of CV, VC combinations</li><li>No duplication of the target in the word</li><li>Space on the record form to transcribe the response if needed</li><li>Space on the record form to record responses for the whole year</li></ul></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Baseline-Data-Progress-Monitoring-for-Articulation-7020381" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="Baseline Data and Progress Monitoring for Articulation" border="0" data-original-height="960" data-original-width="960" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNao196yAVHiC3blj_3859bWh99QkWqrXUWkuc8QZnwoXuJS0RgUJr708-CB49ayKAtuuAx9o0K22rEjxmDW_q-0N7GhJn5eQU77wt588daYKZdCvHKXkHa67iUgMmnzqRILk3i3hUMlc/w200-h200/Cover.png" title="Baseline Data and Progress Monitoring for Articulation" width="200" /></a></div><br /><div style="text-align: left;">It took me quite a while but I came up with a product that is just what I was looking for. It took me about a year to decide exactly what I wanted and then a few months to actually make it. While I don't know all of the stimuli in the Weber Articulation Cards/Fun Decks (<a href="https://www.superduperinc.com/" target="_blank">Super Duper</a>), I did my best to make sure I didn't duplicate the words. If I duplicated any, I will take those cards out of the decks so the student will not be progress monitored on "treated" words. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">This is a comprehensive baseline data and progress monitoring system that includes all sounds. By using the pictures digitally, I save paper and ink (and space). </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjU12Fmkj2kMd5ILPaKdVua4eCLJ7Q6XpNx-Mlvz2cQpUsRLGb9QkjSjXVX-faEefHags8xnWjPrTpkfLtEzr37YIu_mPcM9WY_BHfK8dfMD40Js44OrW8IDfozv61szkDFcm7uDzfoso/s960/Slide2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Baseline Data and Progress Monitoring for Articulation" border="0" data-original-height="960" data-original-width="960" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjU12Fmkj2kMd5ILPaKdVua4eCLJ7Q6XpNx-Mlvz2cQpUsRLGb9QkjSjXVX-faEefHags8xnWjPrTpkfLtEzr37YIu_mPcM9WY_BHfK8dfMD40Js44OrW8IDfozv61szkDFcm7uDzfoso/w200-h200/Slide2.PNG" title="Baseline Data and Progress Monitoring for Articulation" width="200" /></a></div><div class="separator" style="clear: both; text-align: left;">The spaces in the recording sheet have plenty of space for transcriptions and notes. There are 4 columns: 1 for baseline data and 3 more for end-of-period reporting.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7gpYNqeT9sKeF0eZ_vxkYb_ukJSMTu5ElcMTjfemesbwsUdquh-OozS-CIlC2ZFrSG1v6j93nOdE1LSYY7JLBl3g-OqP4e_-RLbfA7GXaBQoar46g7q33xA674HoOsrIo7aadyMmBviA/s960/Slide6.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Baseline Data and Progress Monitoring for Articulation" border="0" data-original-height="960" data-original-width="960" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7gpYNqeT9sKeF0eZ_vxkYb_ukJSMTu5ElcMTjfemesbwsUdquh-OozS-CIlC2ZFrSG1v6j93nOdE1LSYY7JLBl3g-OqP4e_-RLbfA7GXaBQoar46g7q33xA674HoOsrIo7aadyMmBviA/w200-h200/Slide6.PNG" title="Baseline Data and Progress Monitoring for Articulation" width="200" /></a></div><div class="separator" style="clear: both; text-align: left;">With 10 stimulus pictures per position, collecting data won't take the whole session. In fact, it won't take any time at all! Suggestions for using the system are included in the "Read this first" pdf. The goal is for the student to <i>spontaneously </i>say the word. For sentences, the student makes up a sentence. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip6i1BMsZh80FNsw4pndwOFedOyhKfnnQxWCIv6NcohhfqR7l8RUSozwvWdbweMHUyi3ZLg1Q6d_E13pnw1D763_XdOd8qeutjG6nt-IWxPsvRlfat97xrHJyP9hoK7DcsJmN8Jp-gHcg/s960/Slide3.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Baseline Data and Progress Monitoring for Articulation" border="0" data-original-height="960" data-original-width="960" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip6i1BMsZh80FNsw4pndwOFedOyhKfnnQxWCIv6NcohhfqR7l8RUSozwvWdbweMHUyi3ZLg1Q6d_E13pnw1D763_XdOd8qeutjG6nt-IWxPsvRlfat97xrHJyP9hoK7DcsJmN8Jp-gHcg/w200-h200/Slide3.PNG" title="Baseline Data and Progress Monitoring for Articulation" width="200" /></a></div><div class="separator" style="clear: both; text-align: left;"><a href="https://www.teacherspayteachers.com/Product/Baseline-Data-Progress-Monitoring-for-Articulation-7020381" target="_blank">Baseline Data & Progress Monitoring for Articulation</a> may be found in my TpT Store, <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech" target="_blank">Old School Speech.</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Whether you use my system or another one, use baseline data to write more functional goals for your students. Progress monitor using the same system to show progress.</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixHBrL-y_UgKSv9vIimQWERmMvQ-NvQkv_yWAU_HMKE7c93y9QnIRP781_2eFigsrLtOhTq6wrkVej5N-Kqn6L7GICVqqZ7R_gVygy74ZGsUPYrGJxd_NdlCwILQD51sGh6h2rjEf75OU/s1920/Pin+for+blog+post.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1920" data-original-width="1280" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixHBrL-y_UgKSv9vIimQWERmMvQ-NvQkv_yWAU_HMKE7c93y9QnIRP781_2eFigsrLtOhTq6wrkVej5N-Kqn6L7GICVqqZ7R_gVygy74ZGsUPYrGJxd_NdlCwILQD51sGh6h2rjEf75OU/s320/Pin+for+blog+post.png" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><br /></div><br /><div class="separator" style="clear: both; text-align: left;"><br /></div><br /><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div>Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-85821179850146166002020-09-26T12:22:00.003-04:002020-09-26T12:29:22.527-04:00Using Book Companions for Virtual Home Practice & Therapy<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRuHCZ6s3ORCkmgOMi0YRcNArugJprHttcjLeV3fvtTPWFBm_GN6N3gz-MePUDfXKGBX3OMD7KzmTlxG06zDSWWy6HXgA4h8EKedwNe31EpdnOgw7RPqM8lSyIgpy1iB48z60YpcwKvLg/s2048/Book+Companions+Virtual.jpg" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" data-original-height="1429" data-original-width="2048" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRuHCZ6s3ORCkmgOMi0YRcNArugJprHttcjLeV3fvtTPWFBm_GN6N3gz-MePUDfXKGBX3OMD7KzmTlxG06zDSWWy6HXgA4h8EKedwNe31EpdnOgw7RPqM8lSyIgpy1iB48z60YpcwKvLg/s320/Book+Companions+Virtual.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">Photo by <span face="-apple-system, BlinkMacSystemFont, "segoe ui", roboto, oxygen, cantarell, "helvetica neue", ubuntu, sans-serif" style="background-color: #e8e8e8; box-sizing: border-box; color: #1a1a1a; font-weight: 600; margin-bottom: 0px; margin-top: 0px; text-align: start;"><a href="https://www.pexels.com/@panditwiguna?utm_content=attributionCopyText&utm_medium=referral&utm_source=pexels" style="box-sizing: border-box; margin-bottom: 0px; margin-top: 0px; text-decoration-line: none;">Agung Pandit Wiguna</a></span><span face="-apple-system, BlinkMacSystemFont, "segoe ui", roboto, oxygen, cantarell, "helvetica neue", ubuntu, sans-serif" style="background-color: #e8e8e8; color: #1a1a1a; text-align: start;"> from </span><span face="-apple-system, BlinkMacSystemFont, "segoe ui", roboto, oxygen, cantarell, "helvetica neue", ubuntu, sans-serif" style="background-color: #e8e8e8; box-sizing: border-box; color: #1a1a1a; font-weight: 600; margin-bottom: 0px; margin-top: 0px; text-align: start;"><a href="https://www.pexels.com/photo/photo-of-boys-using-a-laptop-3401403/?utm_content=attributionCopyText&utm_medium=referral&utm_source=pexels" style="box-sizing: border-box; margin-bottom: 0px; margin-top: 0px; text-decoration-line: none;">Pexels</a></span><span style="text-align: left;"> </span></span></td></tr></tbody></table><p>I love using book companions for in-person learning. Once the initial prep is completed, my planning is usually done for at least 2 weeks, sometimes longer. With distance learning being a reality, how can you use book companions for virtual home practice? It takes a little bit of planning, for sure. I've begun using a lot of virtual learning techniques with my in-person students. Sometimes I will let my students choose if they want paper homework or Boom<span face=""Helvetica Neue", Helvetica, Arial, sans-serif" style="background-color: white; font-size: 13px;">™ </span>decks. Guess which one most of them choose? </p><h3 style="text-align: center;">Steps for Getting the Book Ready</h3><div style="text-align: left;"><ol style="text-align: left;"><li>Take pictures of the book with an iPad, then crop so only the book is showing.</li><li>In the photo app, choose "Select" & then "Select All". </li><li>Tap the download icon, then "Save PDF to Books"</li><li>When the pdf opens in Books, tap the send icon and send it to an email address. Or, you can just use it in the Books app if you are going to use an iPad to record or if you will be reading it during a teletherapy session.</li><ol><li>To use in a teletherapy session, just open the pdf in a separate window and you're all set to read it to the students!</li></ol></ol><h3 style="text-align: center;">Now for the Fun Part!</h3>Now comes the fun part: recording the book for your students! I use <a href="https://www.screencastify.com/education" target="_blank">Screencastify </a>and <a href="https://www.loom.com" target="_blank">Loom</a>, but I'm partial to Screencastify. Probably because that's the one I used first and am more familiar with. Both have free versions, but if you have a school address, you can upgrade to Loom Premium <i>for free</i>! (Screencastify's upgrade is $29/year, which is still a bargain! With the free account you will have up to 5 minutes of recording time.)</div><div style="text-align: left;"><ol style="text-align: left;"><li>Pull up the pdf on your computer. There may be a way to record the pdf on your iPad using Loom; I haven't quite figured it out yet.</li><li>Once you have the recording service of your choice open and recording, make sure the pdf is in full screen.</li><li>Scroll through the pdf, reading the book as you go.</li><li>Once the book is read, you can snip out the parts you don't want the students to see. I usually snip the beginning and the end of the clips off since those are the parts where I am getting the book ready or have finished the book. </li><li>You can save to your Google Drive, YouTube Channel, to your computer, or just to the Screencastify or Loom website.</li></ol><h3 style="text-align: center;">Sharing Your Recording for Home Practice</h3><div style="text-align: center;"><b> </b>Options to share through Screencastify:</div></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinVK6QH29BS6bDoUccu3tOtf0VIoU3mg8Gd-UfKI0Z24-A0OnZWT3RVjlIC9Q5EL-U_ydQdYYAm53FKkapOLXx39HtbfFQAsxERazpXoOqKylz7n1qgOj84RqdqyTFMIcVA0WSfG218rg/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="546" data-original-width="296" height="327" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinVK6QH29BS6bDoUccu3tOtf0VIoU3mg8Gd-UfKI0Z24-A0OnZWT3RVjlIC9Q5EL-U_ydQdYYAm53FKkapOLXx39HtbfFQAsxERazpXoOqKylz7n1qgOj84RqdqyTFMIcVA0WSfG218rg/w177-h327/image.png" width="177" /></a></div><div style="text-align: center;"><br /></div><div style="text-align: left;">Loom appears to only have the options to download and to copy the link. If you wanted it on YouTube or Google Drive, you could always download and then upload it to your preferred site. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">My school system is using Seesaw for elementary schools. This is an example of an activity using a Loom recording I shared with my students:</div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8THtz29nadGfoBT7e2scwt-SYCqNGNQIXP1im5c-EDOsGSC6lfk1Q8La0bFHgeSkl5QH9SHZczcr0JW60UCGa20L2Ecdo4XIGjUkHqZZiZyYUcAqaCmNimY_O1a69zMSyzbsefYOHHQM/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="513" data-original-width="832" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8THtz29nadGfoBT7e2scwt-SYCqNGNQIXP1im5c-EDOsGSC6lfk1Q8La0bFHgeSkl5QH9SHZczcr0JW60UCGa20L2Ecdo4XIGjUkHqZZiZyYUcAqaCmNimY_O1a69zMSyzbsefYOHHQM/" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Here is an example of a Seesaw activity using Screencastify:</div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjflPEEFYcAVn2zlHRdOZyulBaExGeH6g-ZjzV8eESBEvuzwUgtUF2ZYHtF01dINhyphenhyphenCF6jntVrRXwck_1JZfvNNYg_wpzbcwooSh7qWsthZnFle5ClwG5onbA-C_OzKYSnWV10TLZkcJ5M/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="500" data-original-width="937" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjflPEEFYcAVn2zlHRdOZyulBaExGeH6g-ZjzV8eESBEvuzwUgtUF2ZYHtF01dINhyphenhyphenCF6jntVrRXwck_1JZfvNNYg_wpzbcwooSh7qWsthZnFle5ClwG5onbA-C_OzKYSnWV10TLZkcJ5M/" width="320" /></a></div><br /><div style="text-align: left;">One of the advantages of using a Loom link is that the site will notify you of the number of times the video has been viewed. The negative for Loom is that when the student clicks on the Loom link, he is directed to the Loom website. With Screencastify, the video plays in the window where it is clicked. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">I just happen to have several book companions in my <a href="https://wow.boomlearning.com/author/oldschoolspeech" target="_blank">Boom Store</a>. They may be purchased as a bundle, or, if you only need pieces of the companion, decks may be purchased individually. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">I am enjoying extending the use of book companions to virtual home practice. When my school system was in the extended closure, I used them with my students through teleservices. Book companions are a great way to pique the interest of reading while practicing speech and language skills. My students prefer to be assigned Boom Cards as opposed to paper homework. It looks like it's going to be a new way of doing things from here on out!</div></div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqpsJOXcIVSR-E0gSunkaOkWlmVK-3DvQP_8_szI4IgBSoKDCnbK1MyOlaqpqQ1X-9RQMwjm6i0HrSrPhJoMq6Q6Rkpkt8wxfdl-AmELS7WwADn77_omM6g2sD3-6U1hzTanEB8mJg5Ec/s1500/Virtual+Book+Companion+pin.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="1000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqpsJOXcIVSR-E0gSunkaOkWlmVK-3DvQP_8_szI4IgBSoKDCnbK1MyOlaqpqQ1X-9RQMwjm6i0HrSrPhJoMq6Q6Rkpkt8wxfdl-AmELS7WwADn77_omM6g2sD3-6U1hzTanEB8mJg5Ec/s320/Virtual+Book+Companion+pin.png" /></a></div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><br /></div><p>.</p>Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-83352906730544346432020-08-09T03:00:00.005-04:002020-08-09T03:00:00.243-04:00Back to School in a COVID World: Part 2<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjT9LJKaWnwZkhBf_XxBLRiDPlLQM8W0YciLAA5VGeb_vtRi08Xj45h4r3bF3M3wQg8VVl0m6PFl1orhaOhbxZOxQOYkEv1S4lQbTS1UjrE7PI4UgdqzKXla6KwsFLRztsy8E1JD7EK0eDd/s1080/BTS+in+COVID+.png" imageanchor="1" style="display: block; margin-left: auto; margin-right: auto; padding: 1em 0px; text-align: center;"><img border="0" data-original-height="1080" data-original-width="1080" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjT9LJKaWnwZkhBf_XxBLRiDPlLQM8W0YciLAA5VGeb_vtRi08Xj45h4r3bF3M3wQg8VVl0m6PFl1orhaOhbxZOxQOYkEv1S4lQbTS1UjrE7PI4UgdqzKXla6KwsFLRztsy8E1JD7EK0eDd/w200-h200/BTS+in+COVID+.png" title="Back to School in a COVID World" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white;"><span style="font-size: x-small;"><i><span style="color: #1a1a1a; font-family: -apple-system, BlinkMacSystemFont, "segoe ui", roboto, oxygen, cantarell, "helvetica neue", ubuntu, sans-serif; text-align: start;">Photo by </span><span style="box-sizing: border-box; color: #1a1a1a; font-family: -apple-system, BlinkMacSystemFont, "segoe ui", roboto, oxygen, cantarell, "helvetica neue", ubuntu, sans-serif; font-weight: 600; margin-bottom: 0px; margin-top: 0px; text-align: start;"><a href="https://www.pexels.com/@thepoorphotographer?utm_content=attributionCopyText&utm_medium=referral&utm_source=pexels" style="box-sizing: border-box; margin-bottom: 0px; margin-top: 0px; text-decoration-line: none;">Janko Ferlic</a></span><span style="color: #1a1a1a; font-family: -apple-system, BlinkMacSystemFont, "segoe ui", roboto, oxygen, cantarell, "helvetica neue", ubuntu, sans-serif; text-align: start;"> from </span><span style="box-sizing: border-box; color: #1a1a1a; font-family: -apple-system, BlinkMacSystemFont, "segoe ui", roboto, oxygen, cantarell, "helvetica neue", ubuntu, sans-serif; font-weight: 600; margin-bottom: 0px; margin-top: 0px; text-align: start;"><a href="https://www.pexels.com/photo/boy-wearing-surgical-mask-695954/?utm_content=attributionCopyText&utm_medium=referral&utm_source=pexels" style="box-sizing: border-box; margin-bottom: 0px; margin-top: 0px; text-decoration-line: none;">Pexels</a></span></i></span></span></td></tr></tbody></table><p>If you're a school-based SLP (and I'm assuming if you're reading this, you are) who is preparing for the return to school, you may be anxious and quite nervous. I get it. The unknown of what the school year will look like; the changes you're going to have to make before and maybe even from week to week are going to make your life a little hectic, for sure. Quite honestly, I think the school systems are doing the best they can in trying to figure out the best way to have students educated while keeping everyone safe. First, let me say this: <b>COVID is a real thing</b>. It's a <i>bad </i>thing. You're probably a little worried about getting sick. It's like a co-worker said to me, "It's not a matter of <i>if</i>, but <i>when</i>." Just as I stated in my <a href="https://www.oldschoolspeech.com/2020/08/going-back-to-school-in-covid-world.html" target="_blank">previous post</a>, I realize everyone has different immune systems. Someone you've been in a room with may test positive yet you have no symptoms and test negative.</p><h3 style="text-align: center;">Hybrid: It's a new concept</h3><p>Just 1 week after I wrote the last post, my school system has altered the "back to school schedule". We are now on a "hybrid" schedule, meaning that those who opted for in-school learning are on another staggered schedule: half of the alphabet comes one day and they rotate days with the other half of the alphabet. On the days they aren't at school, they are expected to be in "virtual class" with their teacher. We had a professional development day a few days ago, and the teachers have come up with some creative ways to teach their students virtually. </p><p>But that's the classroom teacher. What am I, as a school SLP, doing? I serve 2 schools (+ a high school), which makes my schedule a little more challenging. Normally I'm at each school every other day, being at my home school 3 days/week. If I stick to that schedule, I would be seeing my students every other week. Even though my director said she didn't expect us to change our schedules, I opted to change mine. I now go to each school 2 days in a row, still being at my home school on Friday. That way I see each of my students once each week. Just to keep things a little simpler, once we go back to our normal schedule (with students being at school every day) I plan on keeping my schedule as is for the year. I think it will be a nice little experiment to see if my students progress more having speech 2 days in a row versus every other day. Or will it slow progression? Time will tell.</p><p>In my school system, we are mirroring what the gen. ed. teachers are doing: 50% face-to-face, 50% "virtual". That doesn't mean that we're providing teleservices. It means giving the students home practice, assigning BOOM Cards, or using Screencastify or some other platform to read books or explain what they are to be doing. The elementary schools have moved away from Class Dojo and Classtag to Seesaw, meaning I have yet another platform to learn. Luckily, they are all very similar so it hasn't been too challenging. My students are used to having homework every week so it shouldn't be very much of a change for them.</p><p>The fact is: we are essential workers. Just like the nurses, doctors, basically all medical personnel, we are expected to be at work. Even if we've been exposed. Because, really...think about it: Unless you've stayed in your house since March, chances are you've been exposed at some point. </p><h3 style="text-align: center;">10 Key Takeaways After Being in School</h3><p>Here are some takeaways I've learned in the past few weeks:</p><p><b>1.</b> <b>WEAR YOUR MASK.</b> Unless you're in your classroom by yourself, have your mask on. You don't know who other people have been around, or who their families have been around. At this moment, the <a href="https://www.cdc.gov/coronavirus/2019-ncov/hcp/guidance-risk-assesment-hcp.html" target="_blank">CDC's guidance for contact tracing</a> is being within 6 feet for at least 15 minutes.</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0JVXnC1KieYO0MTepJ0ea0uOzSS661CWUqb6q-JbxV9j_7C3XD9MbWmIxThIwrtbpghbwvC2FK_6iFdiTq0xMIiCGpKbRZdmE82qj11XVZSwx4m8njWmD74hbnnNnRZezK8SOHxyMjL5i/s2048/Mask+Selfie.jpg" style="display: block; margin-left: auto; margin-right: auto; padding: 1em 0px; text-align: center;"><img border="0" data-original-height="2047" data-original-width="2048" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0JVXnC1KieYO0MTepJ0ea0uOzSS661CWUqb6q-JbxV9j_7C3XD9MbWmIxThIwrtbpghbwvC2FK_6iFdiTq0xMIiCGpKbRZdmE82qj11XVZSwx4m8njWmD74hbnnNnRZezK8SOHxyMjL5i/w200-h200/Mask+Selfie.jpg" title="Mask Selfie" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><i>Mask selfie<br /></i></span></td></tr></tbody></table><p><b>2. Be flexible.</b> Things change from minute to minute. As I stated above, I think the school systems are doing the best they can with the information they have at that minute. Unfortunately, we can't predict the future. We don't know if cases will climb (which they probably will once school opens) and if the school will need to change its initial plans. Just be open to whatever comes your way and take it one day at a time. </p><p><b>3.</b> <b>Be a team player. </b>Also, be prepared for added duties. In the past, my principals have been fantastic with not assigning bus duty to me. But, with students' temperatures having to be checked before they get out of their car or before they come into the building, there aren't enough teachers to go around. Be a team player...just get up a little bit earlier and help out.</p><p><b>4.</b> <b>Don't worry about "what if". </b>That's a sure way to increase anxiety! We are all learning about taking things as they come and being ready to change plans at the drop of a hat. It is what it is. </p><p><b>5. Get into an after-school routine.</b> Plan for time when you get home to decompress...take a walk, ride a bike, or just sit outside with a beverage. Whatever will make you relax and transition from home to school, build it into your schedule. Personally, I take my dog for a walk as soon as I get home. It helps me refocus on home and leave school behind. (Plus, my husband is still working in his home office when I get home, so I can give him a little more quiet time to work.) Whatever you left at school is going to be there the next day. Leave school work behind (unless it's crunch time with an IEP and you have to have it written) and be present to your family, your pet, your roommate, whoever you live with. </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizWv4WL6fjAGHwLv21as5CiWaoGA2uG5wssEjd5xxOHzTluuWafTc14z1t5NAMZzdOiWEhnzAjBfNI6wWV6Ldyjf0Mpigks_ZaE9MVimdMis-qjLuH-8Qiz_9MFUOPIGtisS5Zhib2Ukk/s2048/Gurl+Dogg+on+a+Walk.jpg" style="display: block; margin-left: auto; margin-right: auto; padding: 1em 0px; text-align: center;"><img alt="Gurl Dogg that time we got caught in a rainstorm" border="0" data-original-height="2048" data-original-width="2048" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizWv4WL6fjAGHwLv21as5CiWaoGA2uG5wssEjd5xxOHzTluuWafTc14z1t5NAMZzdOiWEhnzAjBfNI6wWV6Ldyjf0Mpigks_ZaE9MVimdMis-qjLuH-8Qiz_9MFUOPIGtisS5Zhib2Ukk/w200-h200/Gurl+Dogg+on+a+Walk.jpg" title="Gurl Dogg that time we got caught in a rainstorm" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><i>Gurl Dogg that time we got caught in a rainstorm<br /></i></span></td></tr></tbody></table><p><b>6. Don't panic when someone in your building tests positive.</b> It's going to happen. It's inevitable. You will be notified that someone has tested positive, but you will not be told who that person is. <i>Just don't panic. </i>Again, it is what it is. Wear your mask (see #1) and wash your hands many, many times during the day. Many of us are in small communities, so of course, word is going to get out who it is. It's not leprosy. Do we run around talking about staff who have the flu? (I'm not downplaying COVID at all. The flu is just the most comparable thing I can think of.) Just be there for moral support for that person and the family. </p><p><b>7. Know that the students fall quickly into their new routine. </b>I have been amazed at how quickly students at my schools have fallen into their new routine. When I go to the car to greet a child to take his temperature, he waits and will often automatically pull his bangs up so I can get a good reading. Many get out of the car with their masks already on. In the hallway, most of the students are wearing their masks correctly. There are a few whose masks are under their noses, but for the most part, the kids are keeping distance and are wearing masks. It has been amazing to see the kids respond! It's like they've been doing it their whole school life. IF you need a social story for wearing a mask, you can find one <a href="https://www.teacherspayteachers.com/Product/Mask-Social-Story-5850951" target="_blank">here</a>.</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPfEi4RDYRbqtSXSNLiipR1JH0tKXVPesEPzPmkXzNlioy5BoTZUeZunOk_aAo_aUmPei4twjfOyZc9xbzYGtPHzLcPuvJbAKGG5QPzlIZK0QZ9ObMC_AdS8fYr4JCkMretq27ytN_umBf/s2048/School+Hug+Liine.jpg" style="display: block; margin-left: auto; margin-right: auto; padding: 1em 0px;"><img border="0" data-original-height="2048" data-original-width="2048" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPfEi4RDYRbqtSXSNLiipR1JH0tKXVPesEPzPmkXzNlioy5BoTZUeZunOk_aAo_aUmPei4twjfOyZc9xbzYGtPHzLcPuvJbAKGG5QPzlIZK0QZ9ObMC_AdS8fYr4JCkMretq27ytN_umBf/w200-h200/School+Hug+Liine.jpg" title="School Hug Line" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><i>School Hug Line</i></span></td></tr></tbody></table><p><br /></p><p><b>8.</b> <b>Reassure the students. </b>When I walked a second grader to the classroom on his first day, he confided in me that he was nervous. I assured him that it was going to be okay, and it was alright for him to feel a little nervous. We talked about how weird it is that everyone has on masks but that we would grow used to it very soon. I checked on him a little later in the day and his teacher said he was doing fabulously. Kids are a lot more resilient than we give them credit for!</p><p><b>9. Know the facts. </b>I don't know about you, but I am tired of hearing people talking about what is and isn't going on. There is a lot of misinformation out there, and people are spreading it like wildfire. Go directly to the CDC and look at the facts. Here is the <a href="https://gis.cdc.gov/grasp/COVIDNet/COVID19_3.html" target="_blank">data from the week ending 08/01/2020</a> regarding ages and hospitalizations: (click the picture for a larger view)</p><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7LHpFoyc-1tAPwptGHEEmFg3eLTqOXhdsyDOp4wK0pXKbhSiGPzkWJHD55AiT0daYaaCi6fXVChijBqnWPvnIX3lNX6lZFUbF0xsuUF-0Tl5Mfd4bRCv3TpxC-XlPpHaWrLpj_gJ9LfVx/s1116/CDC+Rate+of+0-49+year+olds+COVID+Related+Hospitalizations+08-01-2020.PNG" style="display: block; padding: 1em 0px; text-align: center;"><img border="0" data-original-height="482" data-original-width="1116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7LHpFoyc-1tAPwptGHEEmFg3eLTqOXhdsyDOp4wK0pXKbhSiGPzkWJHD55AiT0daYaaCi6fXVChijBqnWPvnIX3lNX6lZFUbF0xsuUF-0Tl5Mfd4bRCv3TpxC-XlPpHaWrLpj_gJ9LfVx/s640/CDC+Rate+of+0-49+year+olds+COVID+Related+Hospitalizations+08-01-2020.PNG" width="640" /></a></div><p>I chose those ages because that is the population most of us are working with, as well as the ages most of us fall in. At first glance, it looks like the hospitalizations greatly increase within the typical age range of teachers. But look just below the graph to put the numbers in perspective. Again, I have to emphasize that<b> I am not downplaying COVID. </b>I am urging everyone to think for themselves and do the research themselves. And absolutely follow the <a href="https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html" target="_blank">guidelines set by the CDC</a> and your school system.</p><p><b>10. Take care of yourself.</b> With my school schedule, I'm getting up quite a bit earlier. I don't think I've ever set my alarm as early as I am this year. It's important to get plenty of sleep, drink plenty of water, eat right, exercise, and vitamins couldn't hurt, either. Using antimicrobial sprays and better-for-you hand sanitizer are also good ideas. </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKzosZDVqt7smOPIButnA4B8THv4f56Wk2G_CDVPXoWEtbn2mC-4AzXhm7AxlaFpPjnbKAdhR_3OMzpD3ih_1tmHGpV5uD2BsViJpk61uEIDEa4_jd2a44Fhcq_FsR2dV6OyQxsv0cRRK0/s2048/Rainwater+Farm+Sprays.jpg" imageanchor="1" style="display: block; margin-left: auto; margin-right: auto; padding: 1em 0px; text-align: center;"><img border="0" data-original-height="2048" data-original-width="2048" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKzosZDVqt7smOPIButnA4B8THv4f56Wk2G_CDVPXoWEtbn2mC-4AzXhm7AxlaFpPjnbKAdhR_3OMzpD3ih_1tmHGpV5uD2BsViJpk61uEIDEa4_jd2a44Fhcq_FsR2dV6OyQxsv0cRRK0/w200-h200/Rainwater+Farm+Sprays.jpg" title="Rainwater Farms Hand Sanitizer and Antimicrobial Spray" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.rainwaterfarm.com/" target="_blank">Rainwater Farm</a> <a href="https://www.rainwaterfarm.com/collections/household-essentials/products/hand-sanitizer" target="_blank">Hand Sanitizer</a> and <a href="https://www.rainwaterfarm.com/collections/household-essentials/products/it-takes-a-thief-antimicrobial-spray" target="_blank">Antimicrobial Spray<br /></a></td></tr></tbody></table><p>If you are going back to school and will have to see the students face to face, I'm urging you to not be afraid or anxious. My advice would be to have a healthy fear of COVID, but don't let it paralyze you. I can't stress enough that everyone needs to wear a mask and wash hands. I also feel compelled to reiterate that <i>I am in no way downplaying this pandemic</i>. It is real and it can be serious, but I truly believe that with the proper precautions we will be doing everything we can to keep ourselves (and our students) healthy. </p><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFS-nHzZ3ri_J3yiWlwWjzN_dpaF2BMatlGwWJ6RPGVxGdd94WMr1W22sBCongS-NY0DDw6N39GiInVVh6y3rUDK6qo4uu4F1lY_vUGLG2Er5oIZVi3bie7fuR1mmaDs6QKAVFMnlPfgyZ/s1500/BTS+Covid+pin.png" imageanchor="1" style="display: block; padding: 1em 0px; text-align: center;"><img border="0" data-original-height="1500" data-original-width="1000" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFS-nHzZ3ri_J3yiWlwWjzN_dpaF2BMatlGwWJ6RPGVxGdd94WMr1W22sBCongS-NY0DDw6N39GiInVVh6y3rUDK6qo4uu4F1lY_vUGLG2Er5oIZVi3bie7fuR1mmaDs6QKAVFMnlPfgyZ/w133-h200/BTS+Covid+pin.png" title="Back to School in a COVID World Part 2" width="133" /></a></div><div class="separator" style="clear: both;"><br /></div><p><br /></p>Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-70608354924140801962020-08-01T09:48:00.002-04:002020-08-01T09:48:40.502-04:00Going Back to School in a COVID World<div style="text-align: center;"><img border="0" data-original-height="1080" data-original-width="1080" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjljWvsO9etXbHBSFPn36aJaiId9OEM7rk8APHl-eMmmoI_4Qj5LVINnrqxJRiFyG1TTqDhx1kXflEZP6yhzC31PJdEPtUfT5nTJnouL2ig3oiQMFnfC3H79pkCbmcCxlxqPQTY3FX5qys/w210-h210/Covid+World.png" title="School Speech Therapy in a COVID-19 World" width="210" /></div><div>With school systems around the country deciding how to make sure children have an education, some people's anxiety levels are sky-high. My school system just started back to school on a staggered schedule. At the time I'm writing this (because it could change at any minute), students attend school twice on that schedule and then everyone who hasn't opted for virtual learning comes back. </div><h3 style="text-align: center;">How are things going to look?</h3><div>What is Speech/Language Therapy going to look like during this time? In my room, it's not going to look much different. Sure, I'll stay away from play-dough (I did that anyway!) and sensory bins. I'm still going to get out my articulation cards, except I'll be the one turning the cards and I'll be wearing gloves. ('Cause, y'all...I'm the world's worst at touching my face!) My procedures will look very much the same as they did pre-pandemic. My students have been trained to not touch the doorknob to my room to cut down on the germs, so that's one less thing I have to teach them. The students will get a squirt of hand sanitizer (or "hanitizer" as they call it) as they step in the room. I'll have their speech folders (with their homework) laid out on top of a cabinet so they aren't touching. I'm very fortunate that it's rare when I have more than 2 students in a group, so I'll have one student on one end of the table and the other student on the other end. For PPE, I'll have on a clear mask and a face shield as well as gloves. I plan on having the students wipe down their spot & spray their chairs (with non-toxic spray provided by my system) before they leave. </div><div><br /></div><div>The students will bring their personal items with them: crayons, scissors, etc. For BOOM Cards, they will bring their own Chromebook since we're a 1:1 school system. It doesn't sound too complicated, does it?</div><h3 style="text-align: center;">Just 5 things</h3><div>I can boil my plan down to 5 things:</div><div><br /></div><div><b>1. Wash, wash, wash.</b></div><div><span> My students & I will be washing our hands and/or using hand sanitizer a lot more. </span><br /></div><div><br /></div><div><b>2. Wipe, wipe, wipe.</b></div><div><span> The table will be wiped down after every group...not just some of them.</span><br /></div><div><br /></div><div><b>3. Spray, spray, spray.</b></div><div><span> Not only will I use the non-toxic spray provided, but I also have some anti-microbial </span></div><div><span> spray that I will be spraying in my little room at one of my schools. I have a full-sized </span></div><div><span> classroom at my other school so I'll be using my essential oil diffuser with germ- </span></div><div><span> fighting oils in that room.</span><br /></div><div><br /></div><div><b>4. Cover, cover, cover. </b></div><div><span> We'll wear masks in the hall going to & coming from my room. In the room, I'll wear </span></div><div><span> a clear mask, face shield, and gloves. </span><br /></div><div><br /></div><div><b>5. Train, train, train.</b></div><div> I don't think it will take long to train my students to wipe the table after their group. </div><div> After 3 days of school, the students act like they've been wearing masks and </div><div> social distancing all their lives. </div><div><br /></div><div>All in all, it's not going to be much different than the precautions during flu season. The key here is to <i>not freak out</i>. I realize immune systems are different from person to person. I'm going to do my best to make sure everyone is comfortable with coming to Speech and that the parents know I'm doing my best to keep them safe. </div><div><br /></div><div>My theme song for this year:</div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/ApAth15BXVc" width="320" youtube-src-id="ApAth15BXVc"></iframe></div><div><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirK9tMjGL2ZFLHZ9NzOWY7qQSHYrbLVPRbiSzePw-b-k7XAlBA0v59tDcY8OBIIYUzV8kKDTW7xEY5PIG_Cnlx-tmYwxh7qJbkpMcO4adCyTHSXd08dH2gicxRsXCg7d24TkueDyxh0aI/s1500/Covid+World+pin.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="1000" height="328" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirK9tMjGL2ZFLHZ9NzOWY7qQSHYrbLVPRbiSzePw-b-k7XAlBA0v59tDcY8OBIIYUzV8kKDTW7xEY5PIG_Cnlx-tmYwxh7qJbkpMcO4adCyTHSXd08dH2gicxRsXCg7d24TkueDyxh0aI/w219-h328/Covid+World+pin.png" title="School Speech Therapy in a COVID-19 World" width="219" /></a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div>Old School Speechhttp://www.blogger.com/profile/16990287569861376753noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-35459905517165950842020-05-09T08:59:00.000-04:002020-05-09T09:31:41.049-04:00Distance Learning: What I Would & Will Do Differently<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEYNk5wbqla4PbDU6WdNO4_gyBcfzacGixSrJ__56lu5DgUb8lxdcgK8Or8nUwXBq25K99MVgAoBk9EUxg71RuMorRYCcqQ5QFblh17XCrfBNoW0jQsqHAT3RbRlxy_rF0GbGVNiduBY0/s1600/Teleservices_.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEYNk5wbqla4PbDU6WdNO4_gyBcfzacGixSrJ__56lu5DgUb8lxdcgK8Or8nUwXBq25K99MVgAoBk9EUxg71RuMorRYCcqQ5QFblh17XCrfBNoW0jQsqHAT3RbRlxy_rF0GbGVNiduBY0/s200/Teleservices_.png" width="200" /></a></div>
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I've said this before: You CAN teach an old dog new tricks. As my very unique school year comes to a close, I started to reflect on what I would have done differently.<br />
<h3 style="text-align: center;">
Teleservices: Hindsight</h3>
In a <a href="https://www.oldschoolspeech.com/2020/03/ways-to-cope-with-distance-learning.html" target="_blank">previous post</a>, I mentioned that my state regulates teletherapy. The State Education Department took a little over a week, but they came out with a decision: Our therapy is considered an extension of the services the regular education teacher is providing, so we were given the green light to see out students through teleservices. Zoom was not available to us for a couple of specific reasons, and I wasn't happy with the lack of student interaction using Google Meet. I knew that if I was going to see my students through teleservices, I wanted to give them the optimal experience and go "all in". I didn't want to do this halfway. A couple of friends in different parts of the country had a platform they were using, so I tried it out (after receiving permission from my SpEd director). After a couple of frustrating weeks, I finally had it down and really enjoyed using that platform for therapy. Through working with it; however, I realized there were some things I wish I had started out doing at the beginning of distance learning:<br />
<br />
<ol>
<li><b>Set a ground rule</b> with parents: have the child sit in a chair, preferably at a table. I had several parents who already did this and it worked fabulously. There were a couple of sessions in the beginning when the child made faces at the computer (which made for some serious laughs), but then they settled down and knew it was time for business when they saw me. I had a couple of students who actually paid better attention through teleservices than when they come to school.</li>
<li><b>Another ground rule</b>: request that the parents set an alarm when it's time for therapy. I feel like I sat around and waited for the child to show up more than I saw him. It was a bit frustrating to have everything set up on my laptop, ready to go, only to have to wait. And wait...and wait. I don't think the parents realize the time it takes to set everything up so <i>they </i>aren't waiting on <i>me </i>to pull up the day's activities. </li>
<li>While <b>a headset with a mic</b> isn't necessary, if there is a gaming headset in the house it would be beneficial to have the child wear it during therapy. I had one student who, at the second session, showed up wearing her sister's gaming headset and the session went so much better. I ended up buying a <a href="https://www.amazon.com/gp/product/B07GGCM89X/ref=ppx_yo_dt_b_asin_title_o02_s00?ie=UTF8&psc=1" target="_blank">very inexpensive headset</a> on Amazon. It had good reviews and worked very well. It allowed me to maintain confidentiality since my husband is also working in the house, as well as allowed me to hear responses and have my students understand me more clearly. The best part was that I didn't have to spend $100 or more.</li>
<li><b>Afterschool Care Attendees</b>. I have a couple of students whose parents are essential workers. The afterschool care opened up for those parents who needed child care. By the time I realized I could see the student through distance learning while he is there, I only had another week of teleservices left. I emailed the director at one of the sites (thinking we could quickly get it set up before I presented the option to the parents) but never received a response. If this continues into next school year, I will definitely call the site director to see which of my students go to afterschool care and what we can do to set therapy up for them while they're there.</li>
</ol>
<br />
<h3 style="text-align: center;">
A Challenge</h3>
The SLPs in my school system have been challenged to think about what we've started doing during the extended school closure that we will continue. Here's what I've come up with so far:<br />
<ol>
<li>BOOM Cards.<b> </b>I had tinkered a bit with them during therapy over the past couple of years, mostly with my students who have scrambled sentences as goals, but this brought my distance therapy to a whole new level. I dove into converting some of <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech" target="_blank">my TpT products </a>to <a href="https://wow.boomlearning.com/author/oldschoolspeech" target="_blank">BOOM</a> to use in therapy. We were able to play games that we would have been playing in therapy (with the student actually playing with me). We were able to have therapy just as we would have in the school using these cards. When we are able to get into school and resume face-to-face therapy, I will be able to use these cards during my <a href="https://www.oldschoolspeech.com/search?q=5+minute+days" target="_blank">5-Minute Days</a>. I can even assign homework pages that way instead of having them take folders home. I don't think I would do that on a consistent basis, but over breaks when I don't send the folders home it would work nicely. I can assign them specific decks and check their progress (and if they actually completed it). </li>
<li>Google Meet. When parents aren't able to attend meetings or there are a lot of people involved in a meeting (such as DCS, counselors, etc.), I can use Google Meet to have everyone meet. It's a good alternative!</li>
<li>I bought a couple of things specifically for use during this distance learning time that I will continue to use when I resume face-to-face therapy. The students will enjoy using the iPad as our activity. </li>
</ol>
<h3 style="text-align: center;">
Teleservices: A Recap</h3>
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I'm actually a bit disappointed that this is over. After Spring Break, when the changes hit, I couldn't wait to see my students' faces. I recorded a book that I promised (before Spring Break) the students we would read and sent the Google Drive link to the parents. The parent of a student who was not seen through teleservices thanked me and said that her child enjoyed hearing my voice. I tried to keep my sessions as "normal" as I could since the students are used to my routine. (For this reason, I didn't watch any "training videos" that were hurriedly put together...I did my therapy session as I normally would have.) I used the parents' emails for both the student's and my own protection. The parents were able to see "Speech in Action" and understand what a Speech Session looks like. Some of my parents saw me use cues so they can also use those cues at home. </div>
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Overall, I enjoyed being able to see most of my students through teleservices. I was a little disappointed that a couple of parents chose not to go this route, even though the internet is available to them. I realize this is a crazy time and that parents are stressed to the max...they have to draw the line somewhere and, unfortunately, Speech is what doesn't make the cut. </div>
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We don't know what the beginning of the school year is going to look like at this point. I'm going to take the summer off and reboot. I feel like I'll be ready if we have to continue distance learning. I also feel like my parents will be ready, too. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcWoaesKSG_d9gnqJuNagDJiu08QL5v2NAJ6Z2y6yWoOEw8uN91WAg0feUt6SF8moqdvLxnu8KZtjKqY1vrIvYwtgw0kCnWOsFmfB6IF0Cu_8RVDBXSKsbBRuje4rejQvL7caPDkhURpY/s1600/Teleservices_pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Distance Learning: Lessons Learned during Teleservices" border="0" data-original-height="1500" data-original-width="1000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcWoaesKSG_d9gnqJuNagDJiu08QL5v2NAJ6Z2y6yWoOEw8uN91WAg0feUt6SF8moqdvLxnu8KZtjKqY1vrIvYwtgw0kCnWOsFmfB6IF0Cu_8RVDBXSKsbBRuje4rejQvL7caPDkhURpY/s320/Teleservices_pin.png" title="A veteran SLP reflects on teleservices during COVID-19 extended school closure. What worked, what would be done differently, and how therapy will be different." width="213" /></a></div>
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Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-45457737877617043262020-03-29T16:31:00.001-04:002020-03-29T16:31:25.352-04:00Ways to Cope with Distance Learning<div class="separator" style="clear: both; text-align: center;">
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This is a whole new ballgame for most of us: Distance Learning. How do we cope with it? As School-Based SLPs, how in the world do we best serve our students from our homes? I'm going to outline my plan in this blog post.<br />
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1. I've set up a Google Voice Number. I wasn't able to set it up through my school Gmail account, so I'm using another Gmail account. It would be very easy to set up an account through an email created just for this time period. I don't like to give out my home number, although the very few parents who have it have not abused it. Google Voice makes it very easy to give a number to parents, along with specific office hours, where they can text, call, or leave a voicemail. I changed the settings so it doesn't ring my attached number, it only rings through my laptop when I have Voice opened.<br />
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2. I already had somewhat of a home office, so that was already done. If you have little ones at home, you have to do the best you can. I'm an empty-nester so we have a couple of empty bedrooms that were easily converted. My husband (who is working from home right now) has his office on one side of the house; mine is on the other side. If you can't set up a home office, find some corner of a room that you can designate as your office. Don't stress about your little one demanding your time during your work hours. Everyone is doing the best they can in this situation. Take care of your family first!<br />
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3. When it's quitting time, QUIT. Seriously. My school system has given us "office hours", so when it's 3:15, my work computer is shut down and I don't turn it back on until 8:15 the next morning. The temptation is there to just open up the laptop and check your messages or schedule that meeting, but...don't. It will be there tomorrow morning.<br />
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4. If you have a school laptop, use that for your school work. At this point, we are still able to access our schools if we need anything, only on certain days.<br />
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5. Lunch break. Take it. Again, the temptation is to grab a sandwich and sit back down in front of your computer. Take your lunch outside for a getaway, or just sit at the table...away from your computer. Enjoy it; once we get back to school you may not get a lunch break!<br />
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In the past week, I've had to learn how to use Class Dojo for more than sending parents messages and for classroom behavior. I've also had to learn Classtag for my other school. I was a little discouraged after being excited to <i>finally </i>having the chance to use Google Classroom, only to realize that I can't because of confidentiality. If I were to set up a class with all of my speech students at one school, the other students/parents would be able to see the names of everyone in the class. Luckily, Dojo and ClassTag are ways to send videos and pages digitally to parents/students.<br />
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This is unprecedented for all of us. We're all just trying to cope and serve our students the best we can. We had hoped to see our students via teletherapy, but my state has regulations that forbid anyone without a private license to serve students that way. So, we wait to see what's going to happen. Meanwhile, some SLPs are scrambling to get packets for students; others are using the homework folders and having the parents review them (with a tracking form being used to record when they are working on their speech). Never have I been more glad that I have given my students homework on a regular basis!<br />
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Stay safe, stay healthy, and get outdoors and get some exercise and Vitamin D!<br />
How are you coping (or planning on coping) with Distance Learning? Leave a comment!<br />
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<br />Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-24492157739367550132019-12-19T04:00:00.000-05:002019-12-22T22:11:53.722-05:00A Language Game You Don't Want To Miss! (And a GIVEAWAY!)<div class="separator" style="clear: both; text-align: center;">
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Are you looking for a new language board game for your students? I was contacted by Zoom on Speech, who is the creator of <i><a href="https://www.amazon.com/Zoom-Speech-Kibbit-Descriptive-Multi-Component/dp/B07KRMZZZ6/ref=cm_cr_arp_d_product_top?ie=UTF8" target="_blank">Zoom on Speech Kibbit Bingo Style Game Targeting Descriptive Language, Sentence Structure, and Ability to follow Multi-Component Directions</a> </i>asking if I was willing to try out the game for an honest review.<br />
I have to say that this game was fantastic! My kids absolutely loved playing. I used it for almost every student on my caseload. Playing the game hit a target for almost every one of my students.<br />
The rules are pretty simple: Roll the dice and see if you have a ball (or any of the items on the other 3 cards) that matches. The game description says there are 2 levels, but I would disagree with that. Doing what we do with modifying activities for our kids, there are multiple levels. I was able to modify it by adding dice for my more advanced students and changing the response required.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiSFUA_IHnwddPtbc51a0cfy6a_K1zbiB5hcxBt0AH1eKhIE8EA7haamoNR8s3cCCqkkb6IhrlBexcDgCQa7azOHA1AxFzNtHbIw8lTbA6o2iXWZdl7DwzWsxMTweam4b-2Nr2c2WBzGk/s1600/Kibbet.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiSFUA_IHnwddPtbc51a0cfy6a_K1zbiB5hcxBt0AH1eKhIE8EA7haamoNR8s3cCCqkkb6IhrlBexcDgCQa7azOHA1AxFzNtHbIw8lTbA6o2iXWZdl7DwzWsxMTweam4b-2Nr2c2WBzGk/s200/Kibbet.jpg" width="200" /></a></div>
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After rolling the dice, I had the student tell me what we were looking for. For example, "We're looking for a little/small ball with white stars." Another die can be added for a specific shape color to make things a little more difficult. And, you can mix up the response required to hit more artic targets. Or, hide the dice from the other players for more listening tasks. The possibilities are endless!</div>
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Included in the game:</div>
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<li>7 dice</li>
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<li>8 double-sided boards for a total of 4 themes</li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ_Crvj5_sQCfCKdONFSUUG6SlR9eoEXRE_Dwq6Qr5BLV1D2dvj53Cty9O9b1kpI_2HoMcQwUatV2IC4sqrvtFDk77Q78n2nE5TrI-OGkQ-hLxaJzPW9XCTTCFIX_yILg4bXoDmVEKeNo/s1600/1218191112.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1450" data-original-width="1600" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ_Crvj5_sQCfCKdONFSUUG6SlR9eoEXRE_Dwq6Qr5BLV1D2dvj53Cty9O9b1kpI_2HoMcQwUatV2IC4sqrvtFDk77Q78n2nE5TrI-OGkQ-hLxaJzPW9XCTTCFIX_yILg4bXoDmVEKeNo/s200/1218191112.jpg" width="200" /></a></div>
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<li>40 chips</li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheVeI_IbkPNryTnIGOWqPNdjNDtpMdqAPUyOlckgB3k7CnJGNrtmqWF7yZilvoxxtfZ2TYRrSkaFUxy1oG80rSdWjefRNQHLwYjagW0gJmWor7o0IB62ZAPQ7VMUeatcnqONOeG89sxbc/s1600/1218191115.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1490" data-original-width="1600" height="185" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheVeI_IbkPNryTnIGOWqPNdjNDtpMdqAPUyOlckgB3k7CnJGNrtmqWF7yZilvoxxtfZ2TYRrSkaFUxy1oG80rSdWjefRNQHLwYjagW0gJmWor7o0IB62ZAPQ7VMUeatcnqONOeG89sxbc/s200/1218191115.jpg" width="200" /></a></div>
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This will definitely be a "go-to" game. With 4 different boards (there are 4 boards for each picture), I can use them several times a year. And, at a price of around $30, I'd say it's pretty reasonable. This is a keeper! </div>
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To order yours, click <b><i><a href="https://www.amazon.com/Zoom-Speech-Kibbit-Descriptive-Multi-Component/dp/B07KRMZZZ6/ref=cm_cr_arp_d_product_top?ie=UTF8" target="_blank">here</a></i></b>.</div>
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Zoom on Speech has graciously offered a game as a giveaway. If you want a chance to get this game, all you have to do is let me know in the comments by leaving your email address or Instagram username! A winner will be randomly chosen on<b> Sunday, 22 December 2019, at 10:00 pm EST</b>. </div>
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The winner will be notified by email. The game will be shipped through Amazon Fulfillment.</div>
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<i>*Please note: I will not use your email for any purpose other than to notify you if you are the winner. </i></div>
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<i>**This giveaway is not endorsed by Facebook, Instagram, or Amazon.</i></div>
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Updated 12/22/19 at 10:10 pm EST</div>
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Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-64951685743272060502019-10-07T04:00:00.000-04:002019-10-07T04:00:04.963-04:00What is Appropriate For Speech Homework?<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8O2uHYISP6GSwBf_U-Vr-82uqFuIvPkYEVi7waMZyBb_f51YGLKFVFk-IZ5l0uA1mtfVSMSBr8J2GBi6pdQFjGtwFacqomX2Pd5GoIe4oLbaDwjbZndwBNwFNcfeynx8m3ooMyEt1gmo/s1600/homework.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1080" data-original-width="1080" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8O2uHYISP6GSwBf_U-Vr-82uqFuIvPkYEVi7waMZyBb_f51YGLKFVFk-IZ5l0uA1mtfVSMSBr8J2GBi6pdQFjGtwFacqomX2Pd5GoIe4oLbaDwjbZndwBNwFNcfeynx8m3ooMyEt1gmo/s200/homework.png" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"><i>Photo courtesy of <a href="https://www.pexels.com/photo/boy-child-childhood-happiness-235554/" target="_blank">Pexels</a></i></span></td></tr>
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As certified Speech-Language Pathologists, I think we need to be careful about what we are sending home for homework/home practice. I am a huge proponent of giving students homework (aka "home practice") so they will carry over the skills they learn in therapy to the home environment.<br />
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Sound advice from a long time ago</h3>
During one of my internships, I was given some very good advice. While working in a local speech clinic a man came in with some voice difficulties. After an evaluation, he wanted me to just give him exercises to do at home. When I approached my supervisor, she said for me to tell him that I could give him exercises however they were not to be done without being supervised by an SLP. I think the same is true for students that we see in the schools for speech and language therapy.<br />
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It's not common sense!</h3>
Even though working on different sounds may seem like common sense to us, it isn't. We have had years of education and practice with each of the different sounds so <i>we </i>are the ones who should be teaching the students how to say those sounds, not the parents who have had no education in this area. Think about the placement of the articulators for each sound. I suppose if the average person thought about it they could figure it out. But what if they tell them the wrong way? It's kind of like playing an instrument: if you're taught the wrong way you won't get the good tone that the instrument should have. If you don't learn the correct fingerings that instrument is going to be a lot harder to play.<br />
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Practical Suggestions</h3>
We go through all that training for a reason: because it's <i>not </i>common sense. Here are some suggested guidelines for homework/home practice:<br />
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1. <b>Make it simple</b>. Remember, we may have some parents who may or may not have graduated from high school.<br />
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2. <b>Make it short</b>. I rarely give more than 10 words/sentences to my students because parents just don't have time.<br />
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3. <b>Have the students return a sheet with a parent signature</b>. This creates ownership for the students and it also keeps them accountable for working on their sounds.<br />
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4. <b>Review the homework</b> before you send it home. Even if it's just a quick review make sure that the students know what the pictures are. If they're having trouble saying a certain word or sentence you can review it with them before they practice it at home. I may send home notes on the page for tips that I use during therapy to get them to say they're sound right (for example for a /k,g/ I might write a note that says "make sure to tell them to open their mouths wide when they say the /k,g/ sound".<br />
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The Importance of Homework</h3>
Homework/home practice is just that: <i>practice</i>. We wouldn't expect an attorney to tell us how to draw up a will on our own or a dentist to send x-rays home with us so we can determine how to fix our teeth, so why should we expect parents to teach their children how to say their sounds correctly? That is exactly why, on my homework sheets that I make, I have an option that reads "After your helper says each word, tell where your sound is (beginning, middle, end)". If a student is working on the sound level, I don't want the sound to be practiced incorrectly, so I have discrimination worked on instead. At Eligibility Meetings, when parents ask what they can work on, I tell them to read to their child and let them hear how to say the sound correctly. I explain about the homework at that level and tell them they will be able to tell by the homework how their child is progressing.<br />
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Homework/home practice helps create ownership, responsibility, and helps with carryover to environments other than the speech room. Yes, it takes a little bit of planning each week, but aren't your students worth it?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOeDBOiCmqcvfgU2RZfXeL8hSgp56qe8MvRvRS5b7OLdrSEQ74gETHUjOnalZ46A_4J-135BivYhyphenhyphend-M7fWvyd5GU3WM-EWyWOiwRH1YvWh9C16ZAFOaAXslQtYCXwSceCLv4FnZ7TJso/s1600/How+to+know+what%2527s+appropriate+for+Speech+Homework.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="picture of a woman puckering her lips, sitting with a little boy. Caption below: How to know what's appropriate for Speech Homework." border="0" data-original-height="1102" data-original-width="735" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOeDBOiCmqcvfgU2RZfXeL8hSgp56qe8MvRvRS5b7OLdrSEQ74gETHUjOnalZ46A_4J-135BivYhyphenhyphend-M7fWvyd5GU3WM-EWyWOiwRH1YvWh9C16ZAFOaAXslQtYCXwSceCLv4FnZ7TJso/s320/How+to+know+what%2527s+appropriate+for+Speech+Homework.png" title="How to determine appropriate speech homework for articulation students." width="213" /></a></div>
<br />Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-72430647548215991122019-08-18T04:00:00.000-04:002019-08-18T12:37:05.957-04:00The Need to Tailor Lesson Plans to Your Own Caseload<div style="text-align: center;">
<span style="font-size: xx-small;"><i>The views and opinions in the post are my own. </i></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOiBmeSgrpyjbQW2Z9vMhpf3sY2qwayMwF8oXLGrKRoR0nSo-7M0wi9JMjS6w5W0fBqZnlcGnQodZ4PJUWzH4AR9RdUx8TgI1ZKLHaOdBY6SN1qBI54vGQyvH5E3egQ3gvbqten3lt2fY/s1600/Planning.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1080" data-original-width="1080" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOiBmeSgrpyjbQW2Z9vMhpf3sY2qwayMwF8oXLGrKRoR0nSo-7M0wi9JMjS6w5W0fBqZnlcGnQodZ4PJUWzH4AR9RdUx8TgI1ZKLHaOdBY6SN1qBI54vGQyvH5E3egQ3gvbqten3lt2fY/s200/Planning.png" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i><span style="font-size: xx-small;"><span style="color: #111111; font-family: , "blinkmacsystemfont" , "san francisco" , "helvetica neue" , "helvetica" , "ubuntu" , "roboto" , "noto" , "segoe ui" , "arial" , sans-serif; white-space: nowrap;">Photo by </span><a href="https://unsplash.com/@kylejglenn?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText" style="box-sizing: border-box; color: #999999; font-family: -apple-system, BlinkMacSystemFont, "San Francisco", "Helvetica Neue", Helvetica, Ubuntu, Roboto, Noto, "Segoe UI", Arial, sans-serif; text-align: start; text-decoration-skip-ink: auto; transition: color 0.2s ease-in-out 0s, opacity 0.2s ease-in-out 0s; white-space: nowrap;">Kyle Glenn</a><span style="color: #111111; font-family: , "blinkmacsystemfont" , "san francisco" , "helvetica neue" , "helvetica" , "ubuntu" , "roboto" , "noto" , "segoe ui" , "arial" , sans-serif; white-space: nowrap;"> on </span><a href="https://unsplash.com/search/photos/plan?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText" style="box-sizing: border-box; color: #999999; font-family: -apple-system, BlinkMacSystemFont, "San Francisco", "Helvetica Neue", Helvetica, Ubuntu, Roboto, Noto, "Segoe UI", Arial, sans-serif; text-align: start; text-decoration-skip-ink: auto; transition: color 0.2s ease-in-out 0s, opacity 0.2s ease-in-out 0s; white-space: nowrap;">Unsplash</a></span></i></td></tr>
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If you have to write lesson plans, then I'm truly sorry. From the bottom of my heart, I'm sorry that your administrators don't understand that the goals on the IEP <b>are</b> your lesson plans.<br />
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Over the past few years, lesson plans and activity calendars for Speech/Language Therapy have popped up on TpT. Your time and money can be so much better spent than taking (or buying) someone else's lesson plans. Take that time you are using to tailor them, and write your own. Novel idea? No. Every one of us is intelligent...if we weren't we wouldn't have those credentials behind our names. There is no way that someone can use another SLP's lesson plans; there are just too many factors. Besides the students' needs, there is also each SLP's personal therapy style as well as the principal's preferred format. Sure, we all plan. Most of us at least write down (or have in our head as we become more experienced) what activities we're going to do for each of our groups.<br />
<h3 style="text-align: center;">
You Know Best</h3>
No one knows your caseload like you do. No one knows exactly what skills your students should be working on like you do. No one knows your style of therapy like you do. So why buy plans and therapy activity calendars that someone else put together based on their caseload? Yes, it takes time, but it's not that difficult and it will benefit <i>your </i>students so much more. In addition, you will grow by leaps and bounds as an SLP.<br />
<h3 style="text-align: center;">
Making Ideas Your Own</h3>
I'm definitely not saying that we shouldn't be looking at what other SLPs are doing and getting ideas from them. Some of my favorite things I'm doing with my data collection and therapy aren't my own ideas. But I have taken those ideas and tailored them to my style of therapy. What works for one person isn't going to work for everyone. Please don't try to fit your students into someone else's mold. It just won't benefit the student and it will probably end up frustrating both you and the student.<br />
<h3 style="text-align: center;">
Individualize!</h3>
Write each student's goals to their individual needs. Don't try to write goals according to what cute materials are on TpT. To be perfectly honest, the students don't really care how cute it is; they just care that it's fun and engaging. My students love when they throw chips in a cup to see how many they can get in. Not cute, and to be perfectly honest, not very creative but they love it.<br />
<h3 style="text-align: center;">
If at first you don't succeed...</h3>
My advice to young SLPs is this: Save your money. Use your talent to create your own style of therapy. Tailor your activity calendar to your caseload. Have faith and confidence in yourself that you can do it. You don't have to do it perfectly those first few years of being an SLP; you learn best by trial and error. You can do it! I have complete faith in you!<br />
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Need help getting started? These posts may help.<br />
<a href="https://www.activitytailor.com/how-to-build-a-play-based-lesson-plan/" target="_blank">How to Build a Play-Based Lesson Plan</a><br />
<a href="http://publicschoolslp.blogspot.com/2012/08/lesson-plans.html" target="_blank">Lesson Plan Template</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtESUXWkZV7r-V5NbNo6urLdLaYENCtNNFzHT5pJa65qQ1qQFij2zErakamxEQm6qemom0_RY-MeCxUV60CfngONz27a3V66W1vvhlKeroZg5ADLGeR5CS9R95JfXtJhmSGXdj6FOkTSk/s1600/Planning+pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="coffee cup on table with plant and open writing book with text under the picture" border="0" data-original-height="900" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtESUXWkZV7r-V5NbNo6urLdLaYENCtNNFzHT5pJa65qQ1qQFij2zErakamxEQm6qemom0_RY-MeCxUV60CfngONz27a3V66W1vvhlKeroZg5ADLGeR5CS9R95JfXtJhmSGXdj6FOkTSk/s320/Planning+pin.png" title="With diverse caseloads, it is imperative that School-Based Speech Pathologists develop their own therapy plans and activity calendars" width="213" /></a></div>
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<br />Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-83026719552322463542019-07-25T11:24:00.000-04:002019-07-25T11:33:41.241-04:004 Tips for Getting Back in the Groove<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHVrH43kOcVjK6qjNS85yM05DLsqeda9K_UUmzsZpo2FzUeGcNOjhzajdtrVyxwYL4F6CW1_crVZM6u2Nx2hqsWHE7aqx-nereEjbHeu1oHCDeSDRCa8o1GwXJp2aEmNbtB3LvweH8HpU/s1600/Get+in+the+groove.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="989" data-original-width="1080" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHVrH43kOcVjK6qjNS85yM05DLsqeda9K_UUmzsZpo2FzUeGcNOjhzajdtrVyxwYL4F6CW1_crVZM6u2Nx2hqsWHE7aqx-nereEjbHeu1oHCDeSDRCa8o1GwXJp2aEmNbtB3LvweH8HpU/s200/Get+in+the+groove.png" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"><i><span style="background-color: #e8e8e8; color: #1a1a1a; font-family: , "blinkmacsystemfont" , "segoe ui" , "roboto" , "oxygen" , "cantarell" , "helvetica neue" , "ubuntu" , sans-serif;">Photo by </span><span style="background-color: #e8e8e8; box-sizing: border-box; color: #1a1a1a; font-family: , "blinkmacsystemfont" , "segoe ui" , "roboto" , "oxygen" , "cantarell" , "helvetica neue" , "ubuntu" , sans-serif; font-weight: 600; margin-bottom: 0px; margin-top: 0px;"><a href="https://www.pexels.com/@miphotography?utm_content=attributionCopyText&utm_medium=referral&utm_source=pexels" style="box-sizing: border-box; margin-bottom: 0px; margin-top: 0px; text-decoration-line: none;">Miesha Moriniere </a></span><span style="background-color: #e8e8e8; color: #1a1a1a; font-family: , "blinkmacsystemfont" , "segoe ui" , "roboto" , "oxygen" , "cantarell" , "helvetica neue" , "ubuntu" , sans-serif;">from </span><span style="background-color: #e8e8e8; box-sizing: border-box; color: #1a1a1a; font-family: , "blinkmacsystemfont" , "segoe ui" , "roboto" , "oxygen" , "cantarell" , "helvetica neue" , "ubuntu" , sans-serif; font-weight: 600; margin-bottom: 0px; margin-top: 0px;"><a href="https://www.pexels.com/photo/beautiful-close-up-color-decoration-243221/?utm_content=attributionCopyText&utm_medium=referral&utm_source=pexels" style="box-sizing: border-box; margin-bottom: 0px; margin-top: 0px; text-decoration-line: none;">Pexels</a></span></i></span></td></tr>
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While friends around the country are just settling into their summer routines, the Southeast USA is gearing up for a new school year. I tell my husband constantly that only having a couple of weeks vacation at a time makes it much easier to go back to work than having a couple of months off. I spent my summer avoiding most things speech-related. I definitely needed that break. I read books, watched some Masterpiece Theater, and did some things around the house that had been neglected. But now, with the beginning date for staff in just a few days, I'm desperately trying to get into the back to school groove.<br />
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Here's how I mentally prepare for getting back in the groove:</div>
<ol>
<li>Get my new planner in order. I actually did this in June, as soon as it was delivered. I have all of my personal and school calendar information in with stickers on the appropriate days in the monthly view. </li>
<li> Check my school email. I haven't checked my school email regularly all summer, so it's time to see what is happening. I have to admit to fighting off a slight panic attack when I saw a video from the SpEd Office Staff. </li>
<li>Complete online Professional Development Courses. My school system requires some online training, so the perfect time to complete them is right before I report for the school year. The <a href="https://slpsummit.thinkific.com/" target="_blank">SLP Summit</a> is an easy, quick way to load up on some CEUs.</li>
<li>Clean out my bag. I had a wonderful bag that I used the past few years but it was beginning to show wear. I purchased a new one; it's not as big as the other one but I think it will work. </li>
</ol>
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Just doing those 4 things has helped me tremendously. Being organized is definitely an advantage. Stepping away from Speech things for a couple of months has also helped. We all need to step away and realize who we are, not as SLPs, but as <i>actual people</i>!</div>
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All of the "beginning of the year" things (seeing whose class my students are in, getting ready for Kindergarten screening & 1st and 2nd-grade re-screenings, getting meeting dates in my planner) can wait until I get in the building. For now, just concentrating on the four things listed above is enough. </div>
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What do you do to get your mind ready for the beginning of the school year? Let me know by leaving a comment below.<br />
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<b>More Back to School Posts:</b><br />
<a href="https://www.oldschoolspeech.com/2018/08/its-time-to-brush-up-on-my-therapy.html" target="_blank">It's Time to Brush Up On Your Therapy Skills...Especially for /r/!</a><br />
<a href="https://www.oldschoolspeech.com/2017/08/the-beginning-of-school-year-youve-got.html" target="_blank">The Beginning of the School Year: YOU'VE GOT THIS!</a><br />
<a href="https://www.oldschoolspeech.com/2018/07/can-i-get-summer-do-over.html" target="_blank">Can I Get a Summer Do-Over?</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq5lLBzjIjNV6zJ5h05NvuuI1xY0UXy2DLyfT_Mhq1ZicUvXWPGcy2frzftj0v2ynvZZEYpRwTOdyZrNklWhPwWRslhlr46I5dYuBGkEE72UG7b8Vi07gKlgOtSMwhBJBC0v8W8stfjIA/s1600/get+in+the+groove+Pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="planner next to red flowers with pen and paperclip beside planner. Text on the planner: Enjoy the little things. Text under picture: Getting back in the groove. 4 tips to help you get ready for the new year." border="0" data-original-height="1500" data-original-width="1000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq5lLBzjIjNV6zJ5h05NvuuI1xY0UXy2DLyfT_Mhq1ZicUvXWPGcy2frzftj0v2ynvZZEYpRwTOdyZrNklWhPwWRslhlr46I5dYuBGkEE72UG7b8Vi07gKlgOtSMwhBJBC0v8W8stfjIA/s320/get+in+the+groove+Pin.png" title="Back to school means getting mentally prepared for a new school year. 4 tips for getting back in the groove are suggested." width="213" /></a></div>
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Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-52974625297214181922019-02-16T11:35:00.000-05:002019-05-11T08:00:51.670-04:00How to Determine If Your Students Truly Master a Skill<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtoNDM-xnHWdRW4oX-S5v5dnEYD-U0RdCDDIWMAkN2bsstPPNna9Vf3Yc7TZhGTRdW3XkfIwLasn6sl1z-uMVMs26s0yEGFsPjZ8xIg-80kl9oL2aZLWsZc4yQKfojXdJmAM222Y24H1k/s1600/post.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1080" data-original-width="1080" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtoNDM-xnHWdRW4oX-S5v5dnEYD-U0RdCDDIWMAkN2bsstPPNna9Vf3Yc7TZhGTRdW3XkfIwLasn6sl1z-uMVMs26s0yEGFsPjZ8xIg-80kl9oL2aZLWsZc4yQKfojXdJmAM222Y24H1k/s200/post.png" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.pexels.com/photo/notebook-working-macbook-computer-34177/" target="_blank"><span style="font-size: xx-small;"><i>Photo courtesy of Pexels</i></span></a></td></tr>
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When writing goals, it's easy to indicate that the student has mastered a skill with 80% accuracy over 3 consecutive data collection sessions. But has he <i>really</i> mastered the skill? A few years ago I learned <b>how to determine if your students truly master a skill. </b>The student could achieve 80% over 3 consecutive sessions, but what if you were to continue another two or three sessions and he didn't achieve that percentage? Can you truly say he mastered the skill?<br />
<h3 style="text-align: center;">
Mastery or More Work Needed</h3>
Cumulative accuracy is highly suggested for data collection with children with apraxia (<a href="https://c.ymcdn.com/sites/msha.site-ym.com/resource/resmgr/imported/2014mshahandouts_stoeckel.pdf" target="_blank">Ruth Stoeckel</a>, <a href="https://www.pattan.net/getmedia/20fd5a4f-f246-4bca-8039-244c873d582d/PPT%203%20per%20page" target="_blank">Sue Caspari</a>), so my thought is that it will better determine if a language impaired student has truly mastered a skill. It seems that my language students will do well on a skill one day only to have forgotten what was taught the next time they come to therapy. They may eventually achieve 80% accuracy for three sessions, but using the cumulative criteria takes into account those days of poor performance. I know that once they have achieved 80% cumulative accuracy and are able to maintain it, they have mastered the skills.<br />
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Here is an example of a student who achieved at least 80% accuracy two times in a row 3 different times:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4H0_50a6NfotUMBdwMOE_lm9IEzTorwfNFIRy0AGy4w0NzWpnE0jH_K6DHAu3Hy9f1lYMDcBN5sVQtyUDG1ctDTHHKYHW_vocVWCjPRN3wQRxh74tJK10kzfCyPR-SFLnRuV9d6dC1lg/s1600/percentage+%25281%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="240" data-original-width="360" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4H0_50a6NfotUMBdwMOE_lm9IEzTorwfNFIRy0AGy4w0NzWpnE0jH_K6DHAu3Hy9f1lYMDcBN5sVQtyUDG1ctDTHHKYHW_vocVWCjPRN3wQRxh74tJK10kzfCyPR-SFLnRuV9d6dC1lg/s200/percentage+%25281%2529.png" title="Language Therapy Data with Percentages" width="200" /></a></div>
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Now look at her cumulative accuracy:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixCpTtOEtssMVkcx57Aj9VPSJqohdoaIFXhcpeEvv_Sf2L5ZpRKN98QXutdPoUBusy2iQBB9SHmw1BKJ9lnQGL2VaK2LurrPJmh_BWhzamohFai_-ZaqGewhVzRsB5juPTLPENi3k_cKk/s1600/cumulative.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="78" data-original-width="201" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixCpTtOEtssMVkcx57Aj9VPSJqohdoaIFXhcpeEvv_Sf2L5ZpRKN98QXutdPoUBusy2iQBB9SHmw1BKJ9lnQGL2VaK2LurrPJmh_BWhzamohFai_-ZaqGewhVzRsB5juPTLPENi3k_cKk/s1600/cumulative.PNG" title="Language Therapy Data Cumulative Accuracy" /></a></div>
If the goal had been 80% accuracy over two consecutive data collection sessions, I would have marked that goal as mastered. But, is it? This student obviously needs more work on this skill.<br />
<h3 style="text-align: center;">
Google is a Timesaver</h3>
What is cumulative accuracy/criteria? It's basically a "running record" of your student's performance. I keep a record of how many correct responses were given as well as how many total responses. For example: if the student is working on multiple meanings, she may have 15 correct responses out of 35 attempts. I record those numbers on Google Sheets through Google Forms and keep a running record of the responses. I include a formula so I don't have to do the math; the spreadsheet does it for me. All I have to do is keep an eye on the final number to determine mastery over a certain amount of time. The beauty of the formula in the spreadsheet is that as more data is entered, the sums and the cumulative average adjust on its own.<br />
<i>UPDATE: Apparently Google changed something because as you add more data, the sums don't automatically adjust. I have had to leave blank rows and then insert the formula for the sums. If you have to add more rows you will need to modify the formula to reflect the additional rows.</i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1_Qm2M3dW9HbVcdhjWJbHmh-1WPJ-3syYFpCnjk-rOYmffXDGz3JoaZY07CGu1O85VZhJ_HXpE7TEMja0azdowccogRXuLIR8juSENqCZY5hyb9gG1huOH8W_R5Jr4AC5wCdOb6OrusY/s1600/Example.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="610" data-original-width="1315" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1_Qm2M3dW9HbVcdhjWJbHmh-1WPJ-3syYFpCnjk-rOYmffXDGz3JoaZY07CGu1O85VZhJ_HXpE7TEMja0azdowccogRXuLIR8juSENqCZY5hyb9gG1huOH8W_R5Jr4AC5wCdOb6OrusY/s640/Example.PNG" width="640" /></a></div>
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In some previous posts, I demonstrated how to use Google Forms to <a href="https://www.oldschoolspeech.com/search?q=organizing+your+data+for+progress+reports" target="_blank">make progress reports less stressful</a>. With cumulative data, I just had to change the form to accommodate the number of responses instead of using only the percentage.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy1OvYA0nJofFg5hejATx28hj2VTXSz4V7YGLfeDXRR5U3PK4Jtf_jRlu1_kCrTgQsx_FUXx4pEOfO2nqnvqOXJGIWHYZ53H06r4EXZUFKoB5MfhoZDSNdYY5Lx3pdtIXqMYMTn2O592U/s1600/Example+form.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="602" data-original-width="482" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy1OvYA0nJofFg5hejATx28hj2VTXSz4V7YGLfeDXRR5U3PK4Jtf_jRlu1_kCrTgQsx_FUXx4pEOfO2nqnvqOXJGIWHYZ53H06r4EXZUFKoB5MfhoZDSNdYY5Lx3pdtIXqMYMTn2O592U/s320/Example+form.PNG" title="Google Form Language Goals" width="256" /></a></div>
Is it necessary to use Forms in order to use Sheets? No, but I found that it's faster (for me, anyway) to just plug the information in Forms instead of having to insert a row above the sums and then take time to make sure I'm putting the numbers in the correct columns. If your school isn't a Google School, you could easily make a spreadsheet on Excel with the same outcomes. An advantage to using Google Sheets is that once you put the formula in a set of columns, it remembers the formula and will transfer it to the other sets of columns so you don't have to insert the formula for each set.<br />
<h3 style="text-align: center;">
Letting Google Do The Work For You</h3>
How exactly do you go about letting Google do the work for you? Please watch this tutorial and many questions will be answered!<br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/PQSVKrYXaJA/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/PQSVKrYXaJA?feature=player_embedded" width="320"></iframe></div>
Questions? Comments? Leave them below or email me at tnslp29@gmail.com .<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKClqIUvFa0OEL9Ja5IJIe9VvLI1UDufS94W5CvmW-T1rKw5GuepcZQi-_6LjxPUwqHVaGylHcw-gYa1h7Rc2OjyxzyJ8eM-y70bDVhL51ZJwWihl7CF4CWTAhaveWWIEPmKIzlCRrRf4/s1600/Pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="900" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKClqIUvFa0OEL9Ja5IJIe9VvLI1UDufS94W5CvmW-T1rKw5GuepcZQi-_6LjxPUwqHVaGylHcw-gYa1h7Rc2OjyxzyJ8eM-y70bDVhL51ZJwWihl7CF4CWTAhaveWWIEPmKIzlCRrRf4/s320/Pin.png" title="Tutorial for using cumulative data as opposed to averages or percentages over a certain number of data collection sessions to determine mastery of language goals." width="213" /></a></div>
Other posts offering tutorials so you can work smarter:<br />
<a href="https://www.oldschoolspeech.com/search?q=organizing+your+data+for+progress+reports" target="_blank">Organizing Your Data for Progress Reports</a><br />
<a href="https://www.oldschoolspeech.com/search?q=using+google+forms+to+make+a+therapy+schedule" target="_blank">Using Google Forms to Make a Therapy Schedule</a><br />
<a href="https://www.oldschoolspeech.com/2016/08/using-tasks-in-google-calendar.html" target="_blank">Using Tasks in Google Calendar</a><br />
<a href="https://www.oldschoolspeech.com/2017/05/wrapping-things-up-progress-reports.html" target="_blank">How to Make a Chart to Report Homework Results</a><br />
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<span style="background-color: white; color: #202124; font-family: "roboto" , "arial" , "helvetica" , sans-serif;"><i><span style="font-size: xx-small;">**Google and the Google logo are registered trademarks of Google LLC, used with permission*</span></i></span></div>
Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com3tag:blogger.com,1999:blog-8924256547215087347.post-76403060922546353762018-12-17T04:00:00.000-05:002018-12-17T04:00:11.166-05:00How Classroom Testing Changed How I Prepare an IEP<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqr3v0N3nKvQWUq9lxmrZy7otl7c7xWvaHgcsAG6XO5nJJwqjScZOj__muun7nONzKPYUDUVy1dEukqh0PRqSqbk5VMgE_vRVEGB7vP6SvOXvRPUreRYqObBVWNkIPc48-_mqh1YCO4Rg/s1600/Classroom+Testing+Post.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="picture of a laptop on a desk with a piece of paper. Chalkboard in the background." border="0" data-original-height="800" data-original-width="800" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqr3v0N3nKvQWUq9lxmrZy7otl7c7xWvaHgcsAG6XO5nJJwqjScZOj__muun7nONzKPYUDUVy1dEukqh0PRqSqbk5VMgE_vRVEGB7vP6SvOXvRPUreRYqObBVWNkIPc48-_mqh1YCO4Rg/s320/Classroom+Testing+Post.png" title="How Classroom Testing Changed How I Prepare an IEP" width="320" /></a></div>
Be honest: Do you look over your students' classroom testing results? I mean, <i>really</i> look at the results when developing an IEP? As a school-based SLP, it is my job to support the classroom teacher by providing speech/language therapy to students who struggle. I have to admit that I've been very lax with looking at the results of the test that my students have to take a few times a year. I would print the results and stick it in the folder without a lot of thought. My school system previously used the STAR test to determine a student's progress for reading and math. We now use the iReady, which has <b>changed how I prepare an IEP.</b><br />
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What is the iReady? According to <a href="https://www.curriculumassociates.com/Products/i-Ready/Assessment/Diagnostic" target="_blank">Curriculum Associates</a>, <i>The iReady Diagnostic is an adaptive assessment designed to provide teachers with actionable insight into student needs. The Diagnostic offers a complete picture of student performance and growth, eliminating the need for multiple, redundant tests. Diagnostic results also set a personalized learning path for each student, ensuring they're working on instruction that matches their unique learning needs. </i> The test is administered via electronic device three times/year. After looking at several of my students' results, I'm hooked! I have been amazed that the results from the test correspond with the language test results.<br />
<h3 style="text-align: center;">
Breaking It Down</h3>
Let's take a look at the results and how it will help with writing an IEP.<br />
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<i>(Click on the pictures for larger views.)</i></div>
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The first page gives you some very helpful information. In this Reading Assessment, you can see that this student tested on a Grade 2 Reading Level. When the domains are broken down, we can pinpoint where the deficits are. This student does well with phonological awareness, phonics, and high-frequency words, but vocabulary and comprehension of informational text are in the red. Comprehension of literature is also a deficit, but not to the extent of the other two.<br />
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Now let's see what kind of information we get from looking at the results for the deficit areas.<br />
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First, take a look at the "Developmental Analysis". This student has a "serious vocabulary deficit" and there is a possible cause. In this case, it could be due to "second word categories and multiple-meaning words."<br />
Next, look in the "Can Do" box. Don't dismiss this box when writing an IEP; it's perfect for writing the strengths! Of course, you can add to it during the meeting as the team is discussing the student, but this gives a fantastic starting point when creating the draft.<br />
The "Next Steps & Resources for Instruction" intrigue me because it's what we need to focus on during language therapy. Look through and you'll see it's exactly what we do in therapy.<br />
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The Can Do sections also give great ideas for starting points in therapy. Even though this student is able to describe story elements and make inferences, the results indicate that she is on Level 1. Since the student is in 3rd grade, the level should be higher. Look through these "Next Steps & Resources for Instruction":<br />
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Are you understanding just how valuable these results can be to SLPs during IEP writing and developing a language program for each individual student? Goals and objectives (if needed) are <i>right there,</i> especially when compared to the results of language testing.<br />
Lastly, take a look at the Information Text Comprehension results:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhuuu8xXM2qM2UAod6r24IFtHxJ7Nv0w9-ScJPwa82ofN3xWwx1XQkliaJv2X7LuwQJ8yORKdxAocvZLhdDUBZyGid_It8hFh6UCGadkUtXtCg7ClhwVl0ru9AdqH9k9ZPZXM8pZ3pqFQ/s1600/page+8+%25281%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1243" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhuuu8xXM2qM2UAod6r24IFtHxJ7Nv0w9-ScJPwa82ofN3xWwx1XQkliaJv2X7LuwQJ8yORKdxAocvZLhdDUBZyGid_It8hFh6UCGadkUtXtCg7ClhwVl0ru9AdqH9k9ZPZXM8pZ3pqFQ/s400/page+8+%25281%2529.png" width="310" /></a></div>
This student can do a lot in this area, but with support. The goal is for the skills to be done independently. How are we going to support the teacher?<br />
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<h3 style="text-align: center;">
The Correlation Is Surprising</h3>
I'm not a reading teacher (we have interventionists for that) but I do work on the language skills required for a student to be a proficient reader. Every time I look at a student's results from this test, I am amazed at how closely related the results are with my language testing. Almost everything is spelled right out. It is so easy to cross-reference the results from my testing with the results of the iReady.<br />
I will say that I have had teachers tell me that they take the results with a grain of salt; they aren't convinced that the results are an accurate indication of where the student is in literacy. They seem surprised when I tell them that from my perspective, the results and the suggestions are right with my language testing.<br />
<h3 style="text-align: center;">
How to Gain Access to the Results</h3>
I don't have direct access to the results; I have to contact either my SpEd Teacher or my Interventionist for the results. It only takes a couple of minutes for them to email them to me, and I am only asking for them as their annuals come up. As meetings are held strengths and goals are tweaked (as they should be for meetings), but these results give the team an excellent starting point in the development of an IEP. An added plus is that it definitely helps with individualizing the IEP since the results are individualized.<br />
To answer my own question posed at the beginning of this post: In the past, I didn't <i>really </i>look at the results, but you can bet I do now. The classroom teachers may not be completely on board with the information, but I think it is invaluable to SLPs.<br />
How would you answer my question? What testing does your school system use to determine progress in reading?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6ReiUG8q22BkcN_9JAMC9HwD7auIQiMyldfow-3thAIq_VJAZBGZlObMRuHfquAMjvWUkFUoRqrPEmnv-xz4Ukc_qW4CdpndlXuaV2ap23NfdUoAyj8jxQYPLSg20XiyH-HhGmCCeWYg/s1600/Classroom+Testing+Pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Pinterest pin with picture of laptop on a desk with a piece of paper and a chalkboard in the background. The title of the blog post is on the bottom of the pin." border="0" data-original-height="1498" data-original-width="941" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6ReiUG8q22BkcN_9JAMC9HwD7auIQiMyldfow-3thAIq_VJAZBGZlObMRuHfquAMjvWUkFUoRqrPEmnv-xz4Ukc_qW4CdpndlXuaV2ap23NfdUoAyj8jxQYPLSg20XiyH-HhGmCCeWYg/s320/Classroom+Testing+Pin.png" title="Looking at classroom test results can be an important tool in writing an IEP for language therapy. You just have to know what to look for." width="201" /></a></div>
<br />Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com2tag:blogger.com,1999:blog-8924256547215087347.post-59393941989509122542018-11-12T04:00:00.000-05:002018-11-12T04:00:01.859-05:00Education Law: Does It Make You Nervous or Fascinated?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyFK3bjMdOojI64a-cQnCrK__m2iYVkoekjEwZzEcL4urSoBMWNrNBgd0DJ6JVwjX-8u6zZMZtTnOqyJ_6vwyl4BpmowZw5uLYB1YVjX3garsKjedHO7jeIMeabEIZB4SWg7Mr_cK1ikc/s1600/Education+Law+Blog+Post.png" imageanchor="1"><img alt="Scrabble pieces scattered on table with the word "Law" in the middle" border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyFK3bjMdOojI64a-cQnCrK__m2iYVkoekjEwZzEcL4urSoBMWNrNBgd0DJ6JVwjX-8u6zZMZtTnOqyJ_6vwyl4BpmowZw5uLYB1YVjX3garsKjedHO7jeIMeabEIZB4SWg7Mr_cK1ikc/s320/Education+Law+Blog+Post.png" title="Education Law" width="320" /></a></div>
<i><span style="font-size: x-small;">Disclaimer: This post by no means is meant to be viewed as legal advice. I am not an attorney, nor am I an expert on social media. This post should be viewed as a summary of key takeaways from a presentation by an attorney who practices law in the State of Tennessee.</span></i><br />
<i><span style="font-size: x-small;"><br /></span></i><b> Education law:</b> <b>Does it make you nervous or fascinated? </b>It makes some people nervous to the point of being scared of it. Personally, I find it fascinating. Maybe it's because I'm a definite rule-follower. I want to do things right; I don't want to get in trouble! Our SpEd Attorney spoke to the Special Ed Teachers in my school system and gave us a lot of information in a very non-threatening but informative way. I think his initial plan was to split the 3 areas he spoke on in equal parts; however, he ended up spending a lot of time on the subject of social media.<br />
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Social Media can be a good thing</h3>
Social media can be such a good thing when used in the right way. We have to remember that we are employees, and everything we do can be viewed as a reflection on our employers and our profession. How many of us have gained ideas to help our therapy through social media? I don't think I would know what new things are happening in the world of Speech-Language Pathology without it. With social media, we have to be aware of the law in order to protect ourselves and our students.<br />
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1. Defining the line between concern and involvement</h3>
This is not pertaining to social media per se, but our former attorney told us not to give out our personal numbers to parents or "friend" them on social media. Their number one interest is their child, and even though they may be your "best friends", there may come a point when mama bear protects her cubs and shows her claws, as well she should. You have to remember that you are <i>working </i>for their children, not to be their friend. I see teachers who are just starting out in education talking about texting/messaging their parents and I inwardly cringe. In all my years in this profession, I have only given out my number <i>maybe</i> 3 times. Even then, it was only in emergency situations (like having to reschedule a meeting due to inclement weather). I don't accept friend requests from parents or TAs. My undergraduate program trained us well in the art of separating our professional life from our personal life. We were told over and over not to get too personally involved in our students. There is a fine line between being concerned and involved; experience will help you out with defining and not crossing that line.<br />
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2. Be familiar but careful</h3>
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Our attorney ("our" being my school system's special education dept.) indicated that 68% of adults have a Facebook account and the largest growing demographic of social media is women over 55. Our students are on it so it's imperative that we at least have a working knowledge of it. Did you know that when you close Facebook without logging out the site continues to "mine" what sites you're going to? That's how those ads you see are pertinent to you. I think Snapchat may be a thing of the past (at least with my demographics it is). I remember one of my sons telling me about it and mentioning that the picture "goes away" after so many seconds. WRONG. All posts are kept on a server for data or ad targeting. </div>
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Almost everyone I know is on some form of social media. In my opinion, parents are the most vocal. On Facebook, my community has a "speak out" group, and believe me, they DO speak out. Sometimes they get it right, sometimes they don't. As a school employee, I would think it would be very difficult to restrain from making comments. I haven't ever looked at that group but have heard about some of the postings. I feel very positive that some administrators have had to contact parents to request posts be removed or, at the very least, retracted. </div>
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3. Know your school district's social media/cell phone policy</h3>
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For your own protection, take a look at your school district's social media and cell phone policy. If you don't know where to find it, ask your administrator. If you don't understand it or need clarification, ask your administrator. </div>
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The attorney presented 3 different scenarios concerning students and discussed whether there are infractions. In the first case, a student is using social media during class. Disciplining the student should be referred to the school's policy on cell phone usage during school hours. (The students should be aware and understand the school policies.) </div>
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In the second case, the student insults the teacher on Facebook. This boils down to <i>when</i> it was posted. According to the attorney, if it was posted during school hours or during a school event, it can be compared to the student verbalizing the insult to the teacher and the student may be disciplined accordingly. If it is posted after school hours, nothing can be done. In 2017, <a href="https://www.educationdive.com/" target="_blank">EducationDive</a> posted an article on this subject. The court ruled that what the students do in their time away from school is not the school's business. You can read more <a href="https://www.educationdive.com/news/court-rules-school-out-of-line-in-disciplining-social-media-post/507054/" target="_blank">here</a>.</div>
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In scenario 3, a student threatens another student online. In this case, please look at your state's policies/laws. In my state, cyber threatening is a zero-tolerance offense. </div>
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He also presented 3 situations specific to school employees. First bottom line: don't post anything during school hours. I know there are times when I will schedule something to be posted, but in order for these posts to go live, I have to actually get on Instagram for it to be posted. I can schedule Facebook and Twitter posts to automatically post and (if I had it) I could schedule Instagram posts to be automatically scheduled through a program. I am assuming that if investigated enough, there would be evidence that I scheduled a post during school hours and didn't actually access social media at school. The second scenario has an employee blasting teacher pay online. Apparently, this is okay, as long as a specific person or administrator is not named. I'm not sure why anyone would ever even think about doing this last scenario, but apparently, it's happened: an employee insults a student on Facebook. The attorney said there are 3 laws on confidentiality: State, FERPA, and IDEA. Information that is protected under FERPA: birthdates, addresses, grades, scores, discipline, and health. Honestly, I would think it would be better just to hold your tongue (or fingers in this case) and just be quiet.</div>
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4. Parents and Social Media</h3>
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About parents and social media use: The parent is allowed to discuss his child's grades online. He is also allowed to call the teacher various names on Facebook (freedom of speech). That being said, if the parent states untruths about the teacher or insults the teacher (such as saying the teacher can't teach & is having an affair with a colleague or administrator), the teacher can sue the individual but not through the school system. This (according to our attorney) would be a personal matter. </div>
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We, as educators, need to know that if a parent abuses their child on social media it is our duty to report this. Find out your district's policy on reporting abuse and follow it. Our attorney said that if we file a criminal complaint with police it will not be anonymous; however, if DCS (or your state's children services department) is contacted, you can say the report is anonymous but make sure you ask for the intake number and write it down. When giving a report, keep emotions out of it and only state the facts. </div>
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What about "Freedom of Speech"?</h3>
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While reading different cases of teachers being terminated due to social media posts, I noticed that the 1st Amendment was referred to. In the article <a href="https://journals.sagepub.com/doi/10.1177/2158244015575636#_i1" target="_blank">"Facebook Fired"</a>, Kimberly W. O'Connor, Gordon B. Schmidt, March 2015 (<a href="https://journals.sagepub.com/" target="_blank">Sage Journals</a>), <i>Pickering v. Board of Education</i> (1968) was cited. A teacher was fired because he wrote a letter to the editor criticizing "allocation of funds between academics and athletics". The U.S. Supreme Court ruled that this subject is a matter of public concern; therefore, Pickering's 1st Amendment Rights were protected. </div>
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The research article goes on to say that if the person is speaking as an employee (in our case, as our district's employee) we are not covered by the 1st Amendment. Further reading of the article convinces me that our best defense is to say nothing about students in our posting on social media. </div>
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Not at school or at a school event? It doesn't matter. Cases have been heard that have supported the school district's disciplinary action against an employee. Personal blog? Doesn't matter. If you have a personal blog and post school-related remarks you could be held liable. </div>
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It's just not fair!</h3>
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You may be thinking to yourself: This just isn't fair. Why, as a school employee, am I held to a higher standard in my personal life than people in the corporate world? Think about it: throughout the history of education, teachers have been held to a higher standard. In the infancy of our country, teachers were fired for doing things that were considered "immoral" for that time. In the 1800's, the rules were pretty specific:</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img alt="List of rules for teachers from 1872" height="320" src="https://cdn8.openculture.com/wp-content/uploads/2013/09/1872-Rules-for-Teachers-e1379270963966.jpg" style="margin-left: auto; margin-right: auto;" title="1872 Rules for Teacher" width="246" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">From <a href="http://www.openculture.com/2013/09/rules-for-teachers-in-1872-1915-no-drinking-smoking-or-trips-to-barber-shops-and-ice-cream-parlors.html" target="_blank">Open Culture</a></span></td></tr>
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They were a little more specific in 1915:<br />
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<tr><td style="text-align: center;"><img alt="List of rules for teachers from 1915" height="320" src="https://cdn8.openculture.com/wp-content/uploads/2013/09/1915-Rules-for-Teachers-e1379271057692.jpg" style="margin-left: auto; margin-right: auto;" title="1915 Rules for Teacher" width="249" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">From <a href="http://www.openculture.com/2013/09/rules-for-teachers-in-1872-1915-no-drinking-smoking-or-trips-to-barber-shops-and-ice-cream-parlors.html" target="_blank">Open Culture</a></span></td></tr>
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As school employees, we shape little ones' lives. During the school week, the students are in school more than they are at home. They look up to each of us, no matter what our role in the school is. Maybe it's just me being Old School, but it just seems right to me. </div>
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Don't be nervous by education law. Educate yourself, ask questions, and just follow the law. Keep your students and their parents off of social media and keep your comments (both good and bad) about them to yourself. I don't know this to be a fact, but if you post something about a child, I would definitely have the parent look at the post first and sign a waiver. That being said, the best thing to do is to steer clear of it.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiqP6UDc67qODtjsl9So6ajrQNzc5XDBteqdSOfLniREwcPbqzd17glidotfFseIkdVDNuMhUUkQUoON655ofGSzjtjg18aYAPBmS6MrsP40SmgA3BmjxNoT9J6-0t02_RAFvSA9q-e9c/s1600/Education+Law+Pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="pinterest pin with scrabble pieces on the top with the word "law" in the middle; the bottom has the words "Educaiton Law: How does it make you feel?" on a green chalkboard background." border="0" data-original-height="1498" data-original-width="941" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiqP6UDc67qODtjsl9So6ajrQNzc5XDBteqdSOfLniREwcPbqzd17glidotfFseIkdVDNuMhUUkQUoON655ofGSzjtjg18aYAPBmS6MrsP40SmgA3BmjxNoT9J6-0t02_RAFvSA9q-e9c/s320/Education+Law+Pin.png" title="For educators, the laws can seem daunting. This blog post discusses the law and how it pertains to educators and social media." width="201" /></a></div>
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Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com2tag:blogger.com,1999:blog-8924256547215087347.post-40283270661213494592018-10-22T04:00:00.000-04:002018-10-22T04:00:02.874-04:00State Convention Take-Away: Finding a Bright Spot<div class="separator" style="clear: both; text-align: center;">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzQPBM0WrsJNN-XDjSesqsHtfps9x00DUsWeqDu2BytIrjG-w2prCSIHvR72Bhrvu40ZZU9s1BGMMsAAsymoYqJlyvEHdCe1i2AM1S2b-sS35e05ygjHvYHy-4e9SjWhQjc_oHTd2gtVA/s1600/Finding+a+Bright+Spot.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Sun peeking through trees with grassy ground" border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzQPBM0WrsJNN-XDjSesqsHtfps9x00DUsWeqDu2BytIrjG-w2prCSIHvR72Bhrvu40ZZU9s1BGMMsAAsymoYqJlyvEHdCe1i2AM1S2b-sS35e05ygjHvYHy-4e9SjWhQjc_oHTd2gtVA/s320/Finding+a+Bright+Spot.png" title="State Convention Take-Away: Finding a Bright Spot" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">Photo by Johannes Plenio from <a href="https://www.pexels.com/" target="_blank">Pexels</a></span></td></tr>
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Another state convention has come & gone. While this one will not stand out as a great one in my mind, the networking made it worthwhile.<br />
I started the convention with a presentation with a couple of friends. We stayed up until 1:00 a.m. putting the finishing touches on it. In addition to the presentation, we had a booth in the exhibit hall.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_e3raPnlIHNS443PNHYCRhUKLdTsCjrsbKzVX33YHecbihJQccwnvyyXDIwnS6_XmQ6eu8pMRXFXIEh-s5-g_ATHQETrKAgjz_UanDPfJjcY4jTfge-F8dmTgMyUZvylVa_l3_CYPupU/s1600/1018181212%257E2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="3 women standing behind table with educational products" border="0" data-original-height="1600" data-original-width="1600" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_e3raPnlIHNS443PNHYCRhUKLdTsCjrsbKzVX33YHecbihJQccwnvyyXDIwnS6_XmQ6eu8pMRXFXIEh-s5-g_ATHQETrKAgjz_UanDPfJjcY4jTfge-F8dmTgMyUZvylVa_l3_CYPupU/s320/1018181212%257E2.jpg" title="Tennessee SLP Bloggers and TpT Sellers" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">L to R: Me, <a href="http://thespeechattic.blogspot.com/" target="_blank">The Speech Attic</a>, <a href="http://www.thespeechowl.com/" target="_blank">The Speech Owl</a></td></tr>
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Meeting & Greeting</h3>
Even though the convention was a little disappointing, there were definitely some shining moments. Besides hanging out with those two, we met and were reacquainted with other SLPs and grad students throughout the state. With the help of some amazing SLPs, we were able to give away a lot of therapy materials and SLP swag.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGrELqfiyT3TqyeuOzl9MfneZFPEzbd6BAE8bDPKNtNECUertuMvOpBnveJj2TH8GMZ_h1Bq-UEltZwzpYB5lzL-QN5V-ZxRf5hKmFBUL35mE9WiSXX9EKUSYq6p13rCVmNU2hMNhmSGY/s1600/IMG950631.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Products specific to Speech Language Pathologists scattered on floor" border="0" data-original-height="1410" data-original-width="1600" height="281" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGrELqfiyT3TqyeuOzl9MfneZFPEzbd6BAE8bDPKNtNECUertuMvOpBnveJj2TH8GMZ_h1Bq-UEltZwzpYB5lzL-QN5V-ZxRf5hKmFBUL35mE9WiSXX9EKUSYq6p13rCVmNU2hMNhmSGY/s320/IMG950631.jpg" title="SLP Swag" width="320" /></a></div>
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Using Music in Therapy</h3>
Another HUGE bright spot was listening to an SLP from Tennessee present on using music in your therapy sessions. We all know how motivating music is to our kids. Eva Hampton, M.A., CCC-SLP, encouraged us to use songs the kids know and use them to our advantage. "Who Let the Dogs Out" can be used for 'wh' questions and for the /h/. Or, take a popular song that the kids know and make up your own words according to their target. Older kids can make up their own lyrics to popular songs.<br />
She also shared this really cool pie chart that she created to help illustrate the importance of home practice. If you know anything about me, you know how much I stress home practice. Every one of my book companions includes home practice; heck, just about everything in <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech" target="_blank">my TpT store</a> includes home practice of some kind! Thanks to Eva's generosity, she has allowed me to share her chart with you:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8BZ102d4ioKqyrfdmbPOXX3bU2MhHxDG96K3Bcv75NMDNzbw_u37ltS4lmDIwO92fGen5KShSVfOHXnyQbotndWJ2vUlD5tATnacK6AM3HRcCKKQOy5C2JKQPT_2BtJARRG5HkXs5Jnw/s1600/PIE+CHART+WAKING+HOURS+OF+CHILD+%25281%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Pie chart with explanation on how the chart was calculated below it" border="0" data-original-height="1259" data-original-width="1600" height="251" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8BZ102d4ioKqyrfdmbPOXX3bU2MhHxDG96K3Bcv75NMDNzbw_u37ltS4lmDIwO92fGen5KShSVfOHXnyQbotndWJ2vUlD5tATnacK6AM3HRcCKKQOy5C2JKQPT_2BtJARRG5HkXs5Jnw/s320/PIE+CHART+WAKING+HOURS+OF+CHILD+%25281%2529.png" title="Estimated Waking Hours of a School-Age Child in a 7 Day Week" width="320" /></a></div>
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Not only would this chart be fantastic to stress the importance of home practice, but it would also be ideal to show parents when their child is being referred for additional testing. Once they can actually see the amount of help their child is receiving from the SLP, the parent may agree to further evaluation if they were hesitant before. And...if the student is getting less than 2 hours/week, you can tell the parent that the little red sliver is actually smaller than the chart. I can't express just how much I love this chart and how grateful I am that Eva took the time to do the math and make this chart. </div>
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It's always fun to get away from school and be around "your kind" for a few days. You know what I'm talking about: people who actually "get" you and what you do. </div>
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Do you go to your state convention? Why or why not?</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg75SOdnLo5MwVM9EtGH5mGvC0Y4yA0NSpBJKFnpuInZ6AFKqsHT8kz2BiFS9yNxmOEGCPQWZKaIZud4PSLFGpE642aEpR1BTX6ZU5RxIEsfuEZgpSyhTX4dSA_x-qIh4S8UAxb2jwP7-U/s1600/Finding+a+Bright+Spot+Pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="900" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg75SOdnLo5MwVM9EtGH5mGvC0Y4yA0NSpBJKFnpuInZ6AFKqsHT8kz2BiFS9yNxmOEGCPQWZKaIZud4PSLFGpE642aEpR1BTX6ZU5RxIEsfuEZgpSyhTX4dSA_x-qIh4S8UAxb2jwP7-U/s320/Finding+a+Bright+Spot+Pin.png" title="Sometimes State Convention isn't what you expect. It's important to find that bright spot to take home." width="213" /></a></div>
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Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-23339254098904518642018-09-17T04:00:00.000-04:002018-09-17T04:00:00.917-04:00Words, Pictures, Sentences, or All of the Above on Articulation Cards?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtKCUh2E_h1ACUuZr_4OC8vMmhYZJHkZq4Beb8JIrP6wiG-HA5J0J7ZGINBv4hAm9VImvcckU_dI-ktLUYEy41Z9cMhKfDXsSl3upc60_UNY1Mh3vL8FkldW3Y7B2D2GmvN9DNUFet_LM/s1600/Card+Preference.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Picture of 3 cards with a picture of a coin; 1 with no label, 1 with the word "coin", and 1 with "coin" in a sentence." border="0" data-original-height="602" data-original-width="796" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtKCUh2E_h1ACUuZr_4OC8vMmhYZJHkZq4Beb8JIrP6wiG-HA5J0J7ZGINBv4hAm9VImvcckU_dI-ktLUYEy41Z9cMhKfDXsSl3upc60_UNY1Mh3vL8FkldW3Y7B2D2GmvN9DNUFet_LM/s200/Card+Preference.png" title="Articulation Card Preference for Speech Therapy" width="200" /></a></div>
I need to preface this post by saying this is completely my preference. To each his own when it comes to what we prefer in our therapy rooms! When it comes to articulation therapy, what do you prefer: <b>words, pictures, or all of the above on your articulation cards?</b><br />
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A Feeling of Independence</h3>
Personally, I prefer the picture with a word. I've used Super Duper's cards for most of my career, at least since the company is been in existence. I appreciate the target sound being in red ink. I use that to talk about where in the word the target is. An added plus is that it helps the student with their reading. We will tap out the word like they learned in the classroom to determine which position their sound is. With the /r/, we look at the letter before the 'r' to determine if they should anchor their tongues for a beautiful vocalic /r/. For homework with the older students, many times I will have them write the words they didn't produce correctly and take that home for homework. When the word is on the card they can copy it onto the homework sheet. This gives them a bit of a feeling of independence and doesn't make them feel less than adequate because I don't have to spell the word for them.<br />
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Avoiding "Robot Speech"</h3>
Once the student is on the sentence level, I don't want dependence on a written sentence. I want spontaneous responses in the student's own voice. I use <a href="https://www.smartyearsapps.com/" target="_blank">Smarty Ears Articulate It! </a>with my <a href="https://www.oldschoolspeech.com/2015/05/an-rti-alternative.html" target="_blank">Quick Speech</a> students. When they are on the sentence level I don't change the level; I want them to make up the sentence. If the student is not a fluent reader, having the written sentence under the picture may hinder the sentence being spontaneous. Likewise, if the student is a non-reader, there may also be some difficulty with being able to repeat sentences. I tell the student to say the sentence "like it's one big long word" to avoid "robot speech".<br />
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When a younger student first begins on the sentence level, I will say, "Tell me something about a _____." If the target word isn't used, then I will model their sentence and insert the target word. It usually only takes a couple of trials for the concept to be understood. Then if the word is left out of the sentence I will say, "I didn't hear _____" and the sentence is produced using the target. This is how I've done it for years and it works for me.<br />
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Where Repeating Sentences Appears</h3>
<i>After </i>the student is proficient at making up his own sentences I will throw in having him repeat sentences after me. This works especially well with my /r/ students. I have a book that I had to buy for undergrad that has sentences for every sound and every combination of sounds. The /r/ section includes sentences with multiple /r/ and /w/ sounds within a sentence. Once they are proficient with those I know we can almost say the sound is mastered.<br />
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I have friends who will begin the sentence level by generating the sentences for them at first; that's what works for them. Just to test this out, I had a student say his own sentences during Quick Speech. When he said his own sentences he averaged just above 90% accuracy. When I used the sentences provided by Smarty Ears, it dropped to around 75% accuracy.<br />
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As I said: To each his own! It's not that one is right and one is not right, it's what works best for us. Which is your preference: words, pictures, sentences, or all of the above on articulation cards?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnpTkmUNFy5FfXFqxnAk142z28ls-yxI_6zeHbhz0qHhW5oEmtPaR4A4V3cGSwzGMZgqB0pcD3bg6ez0iE9bbnEcN8TXxYVWWecQ16adpzSFJNs8otBYysZ22KlaYWM3_MT2LDg2PoYns/s1600/Card+Preference+Pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="Pinterest Pin with purple background & 3 articulation cards with the words "What's your preference for artic cards?" under. Title of blog post is in white on a framed green chalkboard background under the purple." border="0" data-original-height="1498" data-original-width="941" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnpTkmUNFy5FfXFqxnAk142z28ls-yxI_6zeHbhz0qHhW5oEmtPaR4A4V3cGSwzGMZgqB0pcD3bg6ez0iE9bbnEcN8TXxYVWWecQ16adpzSFJNs8otBYysZ22KlaYWM3_MT2LDg2PoYns/s320/Card+Preference+Pin.png" title="SLPs have different ways of working on sentences with children. In this blog post, I explain how I work with sentences with my articulation students." width="201" /></a></div>
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<ul>
<li>Get a full run-down on the steps I use during articulation therapy in <a href="https://www.oldschoolspeech.com/2015/03/monday-re-post-artic-old-school.html" target="_blank">this post</a>.</li>
<li>Mommy Speech Therapy explains her process in <a href="http://mommyspeechtherapy.com/?p=687" target="_blank">this blog post</a>.</li>
<li>Caroline Bowen explains Traditional Therapy in <a href="https://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=44:traditional&catid=11:admin&Itemid=117" target="_blank">this article</a>; she includes a slideshow for further demonstration.</li>
<li>Speech and Language Kids provides suggestions for choosing the appropriate speech therapy process <a href="http://here./">here.</a></li>
</ul>
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Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-61730443881333074052018-09-10T04:00:00.000-04:002018-09-10T04:00:05.263-04:00Decisions, Decisions: Dot Day or Pirate Day?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZv7NESTUZgatNUTB7h4yyj-Y1Fwe7DbyyjKFvdFi6OS5WTvvdocK1Y-t0n0ycQj1op7dsTqS4rdGmZlIC05UCj2qVVBUTCSHTQmPPlJ7AoDtij72I7Vf1NC03hsUFnaetyru1hBYhGaU/s1600/rufus+or+the+dot.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Pictures of the book covers" border="0" data-original-height="282" data-original-width="500" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZv7NESTUZgatNUTB7h4yyj-Y1Fwe7DbyyjKFvdFi6OS5WTvvdocK1Y-t0n0ycQj1op7dsTqS4rdGmZlIC05UCj2qVVBUTCSHTQmPPlJ7AoDtij72I7Vf1NC03hsUFnaetyru1hBYhGaU/s320/rufus+or+the+dot.png" title="Rufus Goes to Sea or The Dot" width="320" /></a></div>
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Oh, decisions, decisions. Which to concentrate on during therapy in September: Dot Day or Pirate Day? Here's the dilemma: International Dot Day is 15 September and International Talk Like a Pirate Day is 19 September. See what I'm talking about? They are only 4 days apart.<br />
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What is this "Dot Day"?</h3>
The art teacher at one of my schools brought attention to <a href="http://www.thedotclub.org/dotday/" target="_blank">Dot Day</a> a couple of years ago. (Dot Day started in 2009.) I made a quick game and a homework sheet and that was it. I decided to expand the activities by making a book companion to the book <i>The Dot</i> by Peter H. Reynolds. This is a sweet book about a little girl who doesn't think she can draw. A teacher encourages her by taking the paper that she jabbed the marker on and told her to sign it. When the little girl sees the paper in a frame over her desk, the little girl is determined. She makes dots; a lot of dots. At the school art show, she showcases her dots. A little boy gives her a compliment and then says he can't draw a straight line with a ruler. (That's exactly what I tell people!) She gives him a piece of paper and has him draw a line...then tells him to sign it.<br />
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This book companion consists of comprehension questions (with a choice of 2 pictures to use as cues if needed), yes/no questions, sequencing (with the option to have the child take a black-line copy home for retelling), categories (round or not round), negation, unscramble sentences, 2 sheets for describing, an open-ended game, and homework.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXwlgkOz22IFOipbHQhDOB62kkQ_yblO_oF7ww_P7zWiXBD_ED7LZmtxIJIg_cPVESo6xZBPD0BP4NkND3nqokURYxht6fbDyp0v3ANqYvMIGxXiSnRPV6xXRk1VG6ze9n0oDsqJ72j44/s1600/questions+frame.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="2 piles of cards (1 yes/no and 1 "wh"?) on a table" border="0" data-original-height="1200" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXwlgkOz22IFOipbHQhDOB62kkQ_yblO_oF7ww_P7zWiXBD_ED7LZmtxIJIg_cPVESo6xZBPD0BP4NkND3nqokURYxht6fbDyp0v3ANqYvMIGxXiSnRPV6xXRk1VG6ze9n0oDsqJ72j44/s320/questions+frame.png" title="Comprehension Questions for The Dot" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Comprehension questions. The yes/no questions correspond with the 'wh' questions.</i></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm1LUDEfdy-qrcWiOK8zNFTf8qvvl7yOmG37ReWLhapg6VLzaZKYVBzLUzP2VDjJOtqgr_HMxIPwGMweUtGe_GwLfWKO_iPW9tpjqeEqc09YFCrU0tQusyHsOCz-UTm1vQuqXsxSG_LjM/s1600/homework+frame.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Colored Mandala on paper with pictures, list of words, and instructions" border="0" data-original-height="1201" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm1LUDEfdy-qrcWiOK8zNFTf8qvvl7yOmG37ReWLhapg6VLzaZKYVBzLUzP2VDjJOtqgr_HMxIPwGMweUtGe_GwLfWKO_iPW9tpjqeEqc09YFCrU0tQusyHsOCz-UTm1vQuqXsxSG_LjM/s320/homework+frame.png" title="Mandala Speech Homework Sheet for The Dot" width="319" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>This is an example of the homework sheet for later developing sounds (although I included /k,g/ and /f/for those students who would be able to complete this sheet). There is a different set of homework sheets for early developing sounds.</i></td></tr>
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<h3 style="text-align: center;">
Turning "Pirate Day" into "Pirate Week"</h3>
All SLPs know about <a href="http://www.talklikeapirate.com/" target="_blank">Talk Like a Pirate Day</a>. It's been going on since 2002. There is a lot of therapy material on TpT with a pirate theme. I bought a book during a book fair, <i>Rufus Goes to Sea</i> (by Kim T. Griswell), that is about a pig named Rufus who wants to be a pirate. The captain of the ship keeps telling him he can't be a pirate until he realizes Rufus has a book.<br />
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This book companion includes comprehension questions with 2 pictures to use as visual cues if needed, yes/no questions, worksheets (for what doesn't belong, negation, categorizing and using simple sentences, following directions using positional concepts, 2 sheets for describing, and regular/irregular past tense verbs), a pirate search & find for homework with a suggested word list (for /f,v,k,g,l,r,s/, sh-ch-j, and blends),homework sheets for earlier developing sounds (final consonant deletion, /p,b,m/, /t,d,n/, /h/, /w/, and a blank sheet for your convenience), retelling using story elements, and a fun pirate game (ideal if you have a "popper" but you can also use a bean bag or any soft item that the students can throw!).<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbF9PDbu3ErmWRLwOsl0qqtVzlUOXGq63utyX2g8dDUGKiCRzioEcY5LMe2-QnRN58LmlZ-CxhnIEMVPu2QJ_BDu-7t3_BVUAd_VsTxvhfHkz-3ALHD3Wu28s78dY-d6wYXSOibqj8Yew/s1600/search+%2526+find+frame.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Search and find worksheet in a green and yellow frame" border="0" data-original-height="604" data-original-width="777" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbF9PDbu3ErmWRLwOsl0qqtVzlUOXGq63utyX2g8dDUGKiCRzioEcY5LMe2-QnRN58LmlZ-CxhnIEMVPu2QJ_BDu-7t3_BVUAd_VsTxvhfHkz-3ALHD3Wu28s78dY-d6wYXSOibqj8Yew/s320/search+%2526+find+frame.png" title="Pirate Search and Find" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Search & Finds are a favorite in <a href="https://www.teacherspayteachers.com/Store/Old-School-Speech" target="_blank">my TpT Store</a>. I included one in this packet for later developing sounds. (I also included /k,g/ and /f/ in this one just in case you have students working on those sounds who may be able to complete the sheet.) There is another set of homework sheets for early developing sounds.</i></td></tr>
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<tr><td style="text-align: center;"><img alt="Pictures of pirates arranged in circles on a wall with a popper and a ball in place. The pirates have numbers on them." border="0" data-original-height="1153" data-original-width="1153" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj64Sos7MVduGnXQR3XzsPilmvHN8AVgLKDnfTEk0prIWy8wzvYh7s8WXXuokUpjG5dTvHH0U8Q-_liBC1kJ6cp2rORCWemm2sLBMoIhq60wHxPYe3hwE-yiHn1qoJ6cEuQxmyDPnyoa8k/s320/popper+game+with+frame.png" style="margin-left: auto; margin-right: auto;" title="Pirate Popper Game" width="320" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Fun popper game! Don't have a popper? Use a bean bag or another soft object that can be thrown!</i></td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj64Sos7MVduGnXQR3XzsPilmvHN8AVgLKDnfTEk0prIWy8wzvYh7s8WXXuokUpjG5dTvHH0U8Q-_liBC1kJ6cp2rORCWemm2sLBMoIhq60wHxPYe3hwE-yiHn1qoJ6cEuQxmyDPnyoa8k/s1600/popper+game+with+frame.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><br /></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj64Sos7MVduGnXQR3XzsPilmvHN8AVgLKDnfTEk0prIWy8wzvYh7s8WXXuokUpjG5dTvHH0U8Q-_liBC1kJ6cp2rORCWemm2sLBMoIhq60wHxPYe3hwE-yiHn1qoJ6cEuQxmyDPnyoa8k/s1600/popper+game+with+frame.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><br />
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The Decision</h3>
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Dot Day or Pirate Day? Here's what I'm going to do: The week before Dot Day we'll work on <i>The Dot</i>. The week after, <i>Rufus Goes to Sea</i>. It may take more than 1 week to get through Rufus and that's okay. The students really don't mind a pirate theme for 2 weeks!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXgZMO7IA2DK2Bsb4d59hos3OLygSI5P_QEYd-DNb-afGdsVnOOywnvhp-38axPxuTBSpV5PJI2WeG1WdCgrX_iZ4jX2Br8Twea5IFCmh98_5cybnJhU_C8EKEYkImMZdClNxhK6T0EdE/s1600/Decisions+Pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="picture of 2 books on the top with the title of the blog post on the bottom. Green chalkboard background with brown frame." border="0" data-original-height="900" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXgZMO7IA2DK2Bsb4d59hos3OLygSI5P_QEYd-DNb-afGdsVnOOywnvhp-38axPxuTBSpV5PJI2WeG1WdCgrX_iZ4jX2Br8Twea5IFCmh98_5cybnJhU_C8EKEYkImMZdClNxhK6T0EdE/s320/Decisions+Pin.png" title="This speech blog post suggests a solution to a tough decision: International Dot Day or Talk Like a Pirate Day? Short background on both days is included. Suggested fun activities with book companions are included for the books The Dot (Peter H. Reynolds) and Rufus Goes to Sea (Kim T. Griswell)." width="213" /></a></div>
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Need more ideas?<br />
<a href="https://readandcreate.co.uk/preschool-dot-art-activity/" target="_blank">This blog post</a> has a dot project for preschoolers.<br />
Official merchandise for Dot Day can be found <a href="https://www.thedotcentral.com/" target="_blank">here</a>.<br />
Over 50 activities for Pirate Day can be found <a href="https://crystalandcomp.com/50-pirate-activities-for-kids/" target="_blank">here</a>.</div>
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Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-77750947311797297322018-09-03T04:00:00.000-04:002018-09-03T13:36:10.894-04:00My New System For Organizing My TpT Materials<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWY-qjH_xL-DU6Eqe6astsLJNSI-IckexHe6JLWKyERtHae-iT9Ww1Dg43BHU5lCo3Mh05LAQpCZQS2o6puQB65DUwRlxNYYiUa3yOc13_Cv1NzPPiuDA21BEAQ8OQ8CLs-_SFUIHbo8s/s1600/Organizing+my+TpT+Materials.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="picture of clear plastic boxes on shelves" border="0" data-original-height="707" data-original-width="800" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWY-qjH_xL-DU6Eqe6astsLJNSI-IckexHe6JLWKyERtHae-iT9Ww1Dg43BHU5lCo3Mh05LAQpCZQS2o6puQB65DUwRlxNYYiUa3yOc13_Cv1NzPPiuDA21BEAQ8OQ8CLs-_SFUIHbo8s/s320/Organizing+my+TpT+Materials.png" title="Organizing Teachers Pay Teachers Materials" width="320" /></a></div>
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There's a lot of talk this time of year of how everyone organizes their TpT materials. I keep looking for better ways to store everything. I've reorganized my materials quite a few times, but I really like <b>my new system for organizing my TpT Materials</b>.<br />
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At the end of last school year, I decided enough was enough and I purged. Gone are materials that I had when I first started working as a school-based SLP over 30 years ago. With all of the great materials offered through TpT, a lot of my things were just so outdated. I figured if I hadn't used them in a few years they weren't worth keeping. Was it hard? You betcha, but it felt so great to clean that stuff out!<br />
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Before I even knew anything about TpT, I kept my homemade materials in clear plastic boxes and notebooks.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisR8a3FMplKyiDYvEe8Fihtc_zlWt3meveS3XbeMjRDX4L06FcoJBUHzn0z9VY-PgliomoLl1SrtEIzYX-BLtdSUVtCHXEEuqBuoybUF3k-HjUR7AdIseyI0-6CGXohbMpqTuuEJgsURc/s1600/TpT+Storage+boxes.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="2 big plastic boxes on a shelf" border="0" data-original-height="442" data-original-width="712" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisR8a3FMplKyiDYvEe8Fihtc_zlWt3meveS3XbeMjRDX4L06FcoJBUHzn0z9VY-PgliomoLl1SrtEIzYX-BLtdSUVtCHXEEuqBuoybUF3k-HjUR7AdIseyI0-6CGXohbMpqTuuEJgsURc/s320/TpT+Storage+boxes.png" title="2 Old Plastic Boxes" width="320" /></a></div>
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As my TpT materials grew, I put most things in notebooks.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWH810cmoUYe6hCYyYfdUk-BAAY0SPIRR2tH65I_NLidGAQNIF0vG6OFWvAvN0YbvrswCSK6-Hkj21k1XSkoVmmZSVQDzBMZSKXwl6PPNV0ErP1LzKpBUV4sWXXXB3oCHHCfNJlXjHtw4/s1600/IMAG0685.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Notebooks with labels on the spine sitting on a shelf" border="0" data-original-height="905" data-original-width="1600" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWH810cmoUYe6hCYyYfdUk-BAAY0SPIRR2tH65I_NLidGAQNIF0vG6OFWvAvN0YbvrswCSK6-Hkj21k1XSkoVmmZSVQDzBMZSKXwl6PPNV0ErP1LzKpBUV4sWXXXB3oCHHCfNJlXjHtw4/s320/IMAG0685.jpg" title="Using Notebooks for Storing Speech Therapy Materials" width="320" /></a></div>
I also started using bins from the dollar store. I put packets in gallon freezer bags and had a bin for each month.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrYAItKJIr8_NyGZVG6r34fLDFAQ7Ievyhe5kyjdV4FtlUjHQAVti1Uvr98saDAxM4OUqrjsg6KLdY0weNFy7BSwJdDsWf9cvgsshyphenhyphenJnU7Jaft9A7gOTueOkgYRzzeHX-DpoBmaYrVLtM/s1600/TpT+Storage+2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Different color plastic bins on shelves" border="0" data-original-height="1600" data-original-width="929" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrYAItKJIr8_NyGZVG6r34fLDFAQ7Ievyhe5kyjdV4FtlUjHQAVti1Uvr98saDAxM4OUqrjsg6KLdY0weNFy7BSwJdDsWf9cvgsshyphenhyphenJnU7Jaft9A7gOTueOkgYRzzeHX-DpoBmaYrVLtM/s320/TpT+Storage+2.jpg" title="Dollar Bins as Storage for Speech Therapy Materials" width="185" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Using bins, my shelves were somewhat organized but some of the bins were stuffed full.</td></tr>
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I've planned around monthly themes pretty much my whole career (it's so much easier to plan that way!) so notebooks and bins fit my needs...until I started buying and downloading cards. Off I went to Michaels to buy these containers:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfA_SIaHXnMJoEBPbqp2woVHyem2UBNGDVex2O5dwdDRE-i7rXdBoL0ZRDOpP9xdzwLB061EzYrP7WHbipU3ccgNRjrji_8Yi-dFkGNX8qNvXYtUXSxuhFuNKWbbNwcHRsWy6LbsyFYRc/s1600/TpT+Storage.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Plastic containers on shelves" border="0" data-original-height="1070" data-original-width="905" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfA_SIaHXnMJoEBPbqp2woVHyem2UBNGDVex2O5dwdDRE-i7rXdBoL0ZRDOpP9xdzwLB061EzYrP7WHbipU3ccgNRjrji_8Yi-dFkGNX8qNvXYtUXSxuhFuNKWbbNwcHRsWy6LbsyFYRc/s320/TpT+Storage.png" title="Plastic Card Containers to Organize Speech Therapy Materials" width="270" /></a></div>
Apparently, these containers are a hot commodity now. My Instagram feed blew up with SLPs trying to find them on sale. They weren't that easy to find a few years ago when I discovered them so I'm not surprised they were hard to find. These containers are absolutely fantastic for cards. Each container has 16 cases that are the perfect size for cards.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvvZkGmpvVZWvQSxd349PDp56ktVyQES3JxYGxDzyVw3oZBINbvBNMwtQjpd9rJRKIQ2uny1bazUJXxUPq2J75ccFng0uYCfKc1gSMjd_vxx0DBbmpOHdNe2HWTCc7FM46d33x0iT_dWg/s1600/IMAG0638.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Top view of a plastic card container with labels on each card container." border="0" data-original-height="1040" data-original-width="1334" height="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvvZkGmpvVZWvQSxd349PDp56ktVyQES3JxYGxDzyVw3oZBINbvBNMwtQjpd9rJRKIQ2uny1bazUJXxUPq2J75ccFng0uYCfKc1gSMjd_vxx0DBbmpOHdNe2HWTCc7FM46d33x0iT_dWg/s320/IMAG0638.jpg" title="Labeling the Card Containers for Speech Therapy Material Organization" width="320" /></a></div>
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<span style="text-align: left;">I organized each container by seasonal activities. I put a label on each individual case so I can just look at the top of the case to see what cards are in the container.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAUjVzj942mxUu2Q6DvV5x15U4xGrB6F6NrMxeS6tnVUtv9l2uIX1opWCZVI1BJxQLJitSP8yR1L-YhXZ_TpgdCB-U21agYZn6WI1hOjB3HRC_mqtPVq9Bh3buQkEu-YsB7G3-Cjsn6nQ/s1600/IMAG2104.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Top View of card containers with a label on the individual container" border="0" data-original-height="1280" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAUjVzj942mxUu2Q6DvV5x15U4xGrB6F6NrMxeS6tnVUtv9l2uIX1opWCZVI1BJxQLJitSP8yR1L-YhXZ_TpgdCB-U21agYZn6WI1hOjB3HRC_mqtPVq9Bh3buQkEu-YsB7G3-Cjsn6nQ/s320/IMAG2104.jpg" title="Label Each Card Container for Better Organization for your Speech Therapy Materials" width="180" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9IpxE5a4pvAbbOUwNIi8vKwAJHeQBlVtpCWIFkmoXuaA8SIqmVYVEClYIs13qpaRrygBH1TQ5He4CbGKk-SB30Z0DW1fDwJhnZ6Kb22MYSeB5w01YpwWw3wqEX6LMUK3nrAhp9caVDD4/s1600/IMAG0640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="925" data-original-width="1158" height="255" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9IpxE5a4pvAbbOUwNIi8vKwAJHeQBlVtpCWIFkmoXuaA8SIqmVYVEClYIs13qpaRrygBH1TQ5He4CbGKk-SB30Z0DW1fDwJhnZ6Kb22MYSeB5w01YpwWw3wqEX6LMUK3nrAhp9caVDD4/s320/IMAG0640.jpg" width="320" /></a></div>
When I purged last spring, I also purged these boxes. I had a lot of cards that I downloaded as freebies that I didn't have any use for, so they were "filed". I didn't get rid of the boxes or containers, just the contents.<br />
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I work with an awesome Special Ed Teacher who puts my organization skills to shame. I thought I was pretty organized, but she's peer-pressured me into upping my game! Enter: more plastic containers and the need to really get my materials organized in a prettier way. I told my principal I "Bartonized" my room (since the teacher's last name is Barton). I'm quite pleased with the end result.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6nMCDVmD165_2XpIsl_kIck92Pliw3gMsshQvajxaD-OD218nrCvewGgKE8Sjv4B16YrDis_YH5Ly9ZqsNcfaJHSAK-92EqgYr6SU0MyE6xrX_U2ux3mAq-rVfzaDKD6UxpOsfLq6XGg/s1600/0822180847a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Shelves with plastic boxes and notebooks " border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6nMCDVmD165_2XpIsl_kIck92Pliw3gMsshQvajxaD-OD218nrCvewGgKE8Sjv4B16YrDis_YH5Ly9ZqsNcfaJHSAK-92EqgYr6SU0MyE6xrX_U2ux3mAq-rVfzaDKD6UxpOsfLq6XGg/s320/0822180847a.jpg" title="Almost Perfect TpT Material Organization" width="320" /></a></div>
These 12x12 plastic scrapbook storage cases are perfect for holding materials by themes. I just put them in the case, made labels for the front indicating the theme, and printed out a list of items in each case. When I'm looking for something, I don't have to open each case and rummage through it; the contents of the case are on the top.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9qBRHkmrBEmTCixksFtWh-gieVe_iuMYRdToV-FvzuWGd356Id1ygUMgcLcBo0Fo4jIaou4-QB_bo0BmUUO0XMyv2PmOWwaiL4to5XjWbDOoli7XbZNq6N0tLCkY2RDJS-ZVh2YMwfi4/s1600/0822180850.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9qBRHkmrBEmTCixksFtWh-gieVe_iuMYRdToV-FvzuWGd356Id1ygUMgcLcBo0Fo4jIaou4-QB_bo0BmUUO0XMyv2PmOWwaiL4to5XjWbDOoli7XbZNq6N0tLCkY2RDJS-ZVh2YMwfi4/s320/0822180850.jpg" width="319" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsQmPjeneL2OdN6p1D7PLfUKch2Ph6ZKyxSIY8S7jw9AkGtMhGiEEWSQuG9dkSKP6FXzmf_hdmCR5DHikIdwRdPNPTJmYXvRlPVn8742EK_sDd22jS0OMUWv04DgoKESo5HWxQ0YZvnYM/s1600/0822180851.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsQmPjeneL2OdN6p1D7PLfUKch2Ph6ZKyxSIY8S7jw9AkGtMhGiEEWSQuG9dkSKP6FXzmf_hdmCR5DHikIdwRdPNPTJmYXvRlPVn8742EK_sDd22jS0OMUWv04DgoKESo5HWxQ0YZvnYM/s320/0822180851.jpg" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsAkdRhM8hIdjv4sqFWhwVMJb5u9xQ_ptcc86kdiIYQ46_Fx2JWxaXI2EOST_l5F4GD6QOw8NlfJ0gf2KVmaFSqY3_GmUh0BJ1W71hZQ8uQl-oT1K6Whlqz-o9MNsvG4e2dJu7eo3kNOI/s1600/0822180848a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsAkdRhM8hIdjv4sqFWhwVMJb5u9xQ_ptcc86kdiIYQ46_Fx2JWxaXI2EOST_l5F4GD6QOw8NlfJ0gf2KVmaFSqY3_GmUh0BJ1W71hZQ8uQl-oT1K6Whlqz-o9MNsvG4e2dJu7eo3kNOI/s320/0822180848a.jpg" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsSUO3TdhcpUfxCYqPhoPjhyoMjDYbVTVSLZH8kZXdvZFUoztUblFk7DPwmxG1SCbfZKXNnnQwC50KTAszvTOEZxZPEmpIxCv4lhy_-GlloUHNfAChv983HJ4U6_i2meaokMiVM8CLPjE/s1600/0822180849.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsSUO3TdhcpUfxCYqPhoPjhyoMjDYbVTVSLZH8kZXdvZFUoztUblFk7DPwmxG1SCbfZKXNnnQwC50KTAszvTOEZxZPEmpIxCv4lhy_-GlloUHNfAChv983HJ4U6_i2meaokMiVM8CLPjE/s320/0822180849.jpg" width="319" /></a></div>
As you can tell, I have plenty of space to add more boxes if I need to. Moving everything to the scrapbook cases gave me more room on my shelves. There's going to be a time when I don't have the whole classroom at this school, so I'm trying to think ahead and plan for not having all of the storage space I have right now.<br />
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So far I really like my new system for organizing my TpT items. Everything is together by theme/month so planning is much faster. Now I need to start organizing my cabinets!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyx6M5LFUEUBzDQFnaMhjaixGtFiEOUC_btLCqBDRl-IEujqjCsaAvBF4zrcDrZ77YKSrzuDSrMJ3eeMxbZ1GjY_tuxG5y2eRoWo_Gwn1vn5zZRgNVjO9iG5zW6MdqHHYFDeMhBY_OeYI/s1600/Organizing+TpT+Materials+pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="picture of clear plastic boxes on shelves with "Organizing TpT Materials" below picture." border="0" data-original-height="1102" data-original-width="735" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyx6M5LFUEUBzDQFnaMhjaixGtFiEOUC_btLCqBDRl-IEujqjCsaAvBF4zrcDrZ77YKSrzuDSrMJ3eeMxbZ1GjY_tuxG5y2eRoWo_Gwn1vn5zZRgNVjO9iG5zW6MdqHHYFDeMhBY_OeYI/s320/Organizing+TpT+Materials+pin.png" title="How I organize my Teachers Pay Teachers Materials for Speech Therapy. Using Iris Scrapbook boxes, my TpT materials are organized and easy to find making planning a snap." width="213" /></a></div>
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<br />Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com1tag:blogger.com,1999:blog-8924256547215087347.post-76656842248052956882018-08-06T04:30:00.000-04:002018-08-24T17:53:25.899-04:00It's Time to Brush Up On Your Therapy Skills...Especially For /r/<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOVZv2vtsozXj0jh0bTYf0xcRHev7Cd6e9Qx-wn5byuCr6tHgXFG_wyzTLNvKAqOaxNWQDiIwuL4W3BZwsQHXusSh2FistKKLVXU_d3AEGjNWQTvK80OxN-OU0rBFou37mFzXqQeU83rl-/s1600/Brush+Up+Post+%25281%2529.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="image of paint brushes with title in words" border="0" data-original-height="800" data-original-width="800" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOVZv2vtsozXj0jh0bTYf0xcRHev7Cd6e9Qx-wn5byuCr6tHgXFG_wyzTLNvKAqOaxNWQDiIwuL4W3BZwsQHXusSh2FistKKLVXU_d3AEGjNWQTvK80OxN-OU0rBFou37mFzXqQeU83rl-/s320/Brush+Up+Post+%25281%2529.png" title="Brush up on speech therapy skills" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">Photo by <a href="https://unsplash.com/photos/_Yc7OtfFn-0?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText" style="background-color: whitesmoke; box-sizing: border-box; color: #999999; font-family: -apple-system, BlinkMacSystemFont, "San Francisco", "Helvetica Neue", Helvetica, Ubuntu, Roboto, Noto, "Segoe UI", Arial, sans-serif; text-align: start; transition: color 0.2s ease-in-out, opacity 0.2s ease-in-out; white-space: nowrap;">RhondaK Native Florida Folk Artist</a><span style="background-color: whitesmoke; color: #111111; font-family: , "blinkmacsystemfont" , "san francisco" , "helvetica neue" , "helvetica" , "ubuntu" , "roboto" , "noto" , "segoe ui" , "arial" , sans-serif; white-space: nowrap;"> on </span><a href="https://unsplash.com/search/photos/brush?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText" style="background-color: whitesmoke; box-sizing: border-box; color: #999999; font-family: -apple-system, BlinkMacSystemFont, "San Francisco", "Helvetica Neue", Helvetica, Ubuntu, Roboto, Noto, "Segoe UI", Arial, sans-serif; text-align: start; transition: color 0.2s ease-in-out, opacity 0.2s ease-in-out; white-space: nowrap;">Unsplash</a></span></td></tr>
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Back to School. Are you excited or just hoping to get through it? The students in my school system just finished their first week of school. It just didn't seem like the beginning of the school year to me. I slept great the night before and ran on autopilot with my morning routine. I got to school and did what I needed to do: wrote out class lists and got my rechecks for 1st & 2nd grades ready, among other things. Now <b>it's time to brush up on my therapy skills...especially for /r/</b>.<br />
<h3 style="text-align: center;">
Just Like Riding a Bike</h3>
Oh, that /r/. The bain of our existence as school-based SLPs. Once you have a routine and a plan, it's just like riding a bike: you get back into it and before long you're back in the groove.<br />
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5 Tips for Grappling the Elusive "R"</h3>
I had the pleasure of getting out of my comfort zone and participating in a Facebook Live Session with Brooke from Simply Speaking SLT. Brooke is a New Zealander, so talking with her was interesting and very easy on the ears. My topic was <i>5 Tips for Grappling the Elusive "R"</i>. I shared 5 things I've learned to correct production of /r/. Brooke was fantastic at putting me at ease and by when it was time to go "live" I felt like I had a new friend. I think you can tell there were a lot of laughs!<br />
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<iframe allowfullscreen="true" allowtransparency="true" frameborder="0" height="315" scrolling="no" src="https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2Fsimplyspeakingslt%2Fvideos%2F492466207861194%2F&show_text=0&width=560" style="border: none; overflow: hidden;" width="560"></iframe>
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We had a bit of a <span style="background-color: white;">snafu </span>after a few minutes, so we had to complete the session in 2 parts. Brooke started this wonderful series a few months ago; she completes one/month. You'll definitely want to check out <a href="https://www.facebook.com/simplyspeakingslt/" target="_blank">her Facebook Page</a> and watch past (and future) shows. Oh, and definitely watch the second part of my session for more tips that maybe you didn't know about! I'm keeping my freebie up until August 15, 2018. Just click <a href="http://bit.ly/BTSSlides" target="_blank">here </a>and you should go right to it. </div>
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I wrote <a href="https://www.oldschoolspeech.com/search?q=r" target="_blank">a couple of posts </a>about how I go about working on /r/ with my students and I had been meaning to get around to posting a video. The Facebook Live was perfect timing and allowed me to talk about my procedures/techniques in greater detail. </div>
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You may be excited about back to school, or it may seem like you didn't even have a break. Either way, July & August means it's time to brush up my therapy skills...especially for /r/! </div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEs71ZY4UImi3-UpZelWRhp7a4VgVLg3Mfxw2GXIva_8zvfA2HP1yHwL4cZ9dACnRXqXEV2mdZjntKHe_A_woGCMZnnWr5m-gpVfC1RqxxvT33DCrg4RrtVNpke3ZUOduBExy1VrYEySZz/s1600/Brush+Up+Pin.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Image of paintbrushes with words "time to brush up on your therapy skills" underneath." border="0" data-original-height="1102" data-original-width="735" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEs71ZY4UImi3-UpZelWRhp7a4VgVLg3Mfxw2GXIva_8zvfA2HP1yHwL4cZ9dACnRXqXEV2mdZjntKHe_A_woGCMZnnWr5m-gpVfC1RqxxvT33DCrg4RrtVNpke3ZUOduBExy1VrYEySZz/s320/Brush+Up+Pin.png" title="The beginning of the school year means it's time to brush up on articulation therapy skills. In this blog post, find tried and true techniques for eliciting the /r/." width="213" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Like this post? Pin this picture to a board!</td></tr>
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Are you looking for even more tips for working on /r/? Try these posts:</div>
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<a href="http://www.playingwithwords365.com/how-to-elicit-teach-the-r-sound/" target="_blank">How to Elicit (Teach) the /r/ Sound {Part 1: Elicitation Techniques}</a></div>
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<a href="https://www.speechsproutstherapy.com/2018/07/the-best-articulation-tricks-to-try-for.html" target="_blank">The Best Articulation Tricks to Try for Those Super Stubborn R's!</a></div>
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<a href="http://deantrout.blogspot.com/2017/02/my-8-best-tips-for-eliciting-r-sound.html?m=1" target="_blank">My Best Tips for Eliciting the R Sound</a></div>
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Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com1tag:blogger.com,1999:blog-8924256547215087347.post-77535936422175211552018-07-30T04:00:00.000-04:002018-08-04T18:34:58.843-04:00If You Had The Worst Day of Your Life<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu7tkLoQEa2k2JsoY-OV246hLs95Os8DCO2uqQ67v4Wudke5uWS0yVvzybGxLczwbvIl0SGnwh6-fbbATpytE6NmkroH7zeMsuK9QNF1LXciQN3oVJcJ8Sc1nuCGrhNmERPN7e5gLZdRR2/s1600/Worst+Day+blog+post.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Picture of a smoking gun with the words "Don't be scared. Be Prepared" above it." border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu7tkLoQEa2k2JsoY-OV246hLs95Os8DCO2uqQ67v4Wudke5uWS0yVvzybGxLczwbvIl0SGnwh6-fbbATpytE6NmkroH7zeMsuK9QNF1LXciQN3oVJcJ8Sc1nuCGrhNmERPN7e5gLZdRR2/s320/Worst+Day+blog+post.png" title="Active Shooter Training Takeaway" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.pexels.com/photo/photo-of-smoking-shotgun-1260563/" target="_blank">Photo by Ivandrei Pretorius from Pexels</a></td></tr>
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Do you know what you would do <b>if you had the worst day of your life</b>? I'm not talking about the day when you wake up to the dog vomiting (or peeing), the baby won't eat, your teenager throws a fit because his/her hair isn't perfect or that outfit isn't washed, then you get a speeding ticket on the way to work, etc. You get the picture. No, I'm talking about a truly horrible day: a day when <b>your</b> school ends up on national news. A day when the unthinkable happens: someone comes to your school and opens fire.<br />
I need to preface this post by saying that I have never had to live through the worst day of my life & I hope that I never have to. I am not an expert on this situation; I only wanted to pass on some take aways that I had from Active Shooter Training provided by our local Sheriff's Department.<br />
<h3 style="text-align: center;">
A Change in Attitude and Emotions</h3>
How sad is it that school employees even have to go to this training? I have to admit, I was not happy that I had to spend my first morning back after summer vacation going to Active Shooter Training. As the morning progressed, my emotions changed. I started taking notes to pass on key points that were made just in case anyone doesn't have that training. I took pictures of slides so I wouldn't forget anything or misquote what was said. (I'm sure I looked like quite the nerd doing this, or that the officers providing the training thought I was texting.)<br />
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One of the first things the first officer said was this really should be called "Active Attack", not "Active Shooter", since not all events involve guns. There have been killings through the use of vehicles. <a href="https://www.usatoday.com/story/news/world/2018/04/23/list-fatal-vehicle-attacks/544603002/" target="_blank">A USA Today article</a> lists 15 incidents of vehicular killings through the world. These occurred both in the USA, Canada, and Europe.<br />
In any attack, we have 3 options: Run, Hide, or Fight. There has been no definitive profile in these attackers; there are some similarities between some of them but there is also some variance. Mental illness is one commonality, but we all know how often mental illness goes untreated. Instead of a profile, risk factors have been identified:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKyXHiz2uHmHM8cI-RnK6X7KQUPh4Yy7s44t2u01odu1uDFr94FtBxv9X75QAHHzLSUpbwodNrgliDeZJ9Ho0xMq4agk-wAb7gDP-MdLphNoLoVGp6asKksLINb3fGVdlSpFnccEtKRXMl/s1600/0724180856.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Slide with a list of 5 risk factors" border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKyXHiz2uHmHM8cI-RnK6X7KQUPh4Yy7s44t2u01odu1uDFr94FtBxv9X75QAHHzLSUpbwodNrgliDeZJ9Ho0xMq4agk-wAb7gDP-MdLphNoLoVGp6asKksLINb3fGVdlSpFnccEtKRXMl/s320/0724180856.jpg" title="Risk Factors of Active Attacker Slide 1" width="320" /></a></div>
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Believe it or not, schools are not the #1 place for mass attacks, commerce is more likely almost twice as much. Schools are the #2, followed by outdoors. 45% of attackers have no connection with the location of the attack.<br />
In one of the videos we watched, when police arrived on the scene of the attack they stepped over victims. Their #1 priority when arriving on the scene is to stop the attack. In determining who dies, a couple of factors were outlined: How quickly law enforcement arrives and target availability. Our local law enforcement timed how long it would take them to arrive to any of our schools: they have it just under 3 minutes. If I'm not mistaken, the average time in the USA is 5 minutes. Who is going to buy the police time? We are. Our job in this situation is to buy them the time to get there. Law Enforcement is not going to be the first on the scene. We're already there and it's our responsibility to keep our kids safe until they arrive.<br />
<h3 style="text-align: center;">
Buy Law Enforcement Time to Arrive on the Scene</h3>
Throughout the training the officers stressed the importance of knowing your surroundings and running through your plan should an attack happen. They stressed that if you can, run. Try to bring anyone you can, but if they slow you down by resisting leave them behind. We don't know how we will react when we are put in that situation and chances are we want to help as much as we can. But we have to help ourselves first. If you're trapped and can't leave, barricade the door with anything you can find. If you make it hard for the attacker to enter, he'll leave. My SRO said that the attacker knows he only has a very few minutes before police arrive and he/she isn't going to waste time trying to get into a room. If you can't run and there's nothing to use as a barrier, then hide. Fight if you can, but if you are going to fight, be committed.<br />
We listened to a 9-1-1 call from Columbine High School. This staff member was truly under diress as she talked to the operator. She did what she thought she should during the incident; she tried to keep her students safe but was unsuccessful. The shooter was right outside of her door when she called and she didn't feel it was safe to go to the door to lock it or to try to barricade the door. They were trapped and they paid the ultimate price for it. She tried, but she hadn't had training for that situation. <b>That</b> is why having this training is so important.<br />
<h3 style="text-align: center;">
Get to the 3rd Stage Quickly By Being Prepared</h3>
There are 3 stages of disaster response: Denial, Deliberation, and Decisive Moment. The officer cited a book by Amanda Ripley: <i><a href="https://www.amazon.com/Unthinkable-Survives-When-Disaster-Strikes/dp/0307352900/ref=sr_1_1?ie=UTF8&qid=1532773319&sr=8-1&keywords=amanda+ripley+the+unthinkable" target="_blank">The Unthinkable: Who Survives When Disaster Strikes- and Why.</a> </i> (not an affiliate link)<br />
<b>Denial:</b> How many times do we hear/see something and it takes a few seconds for it to register? How many times do we try to dismiss what we heard as something else? My son was at an outdoor music festival over the summer. One of the rappers thought it was a good idea to use gunshots as part of his show. My son said he heard one shot and thought "okay, that was just one." But then he heard more. He said he looked around and realized it was part of the show but a lot of people hit the dirt. Fortunately it was part of the show and wasn't real.<br />
We were shown a video clip of The Station Nightclub Fire. This happened in 2003 and was caused by a stage manager using pyrotechnics as part of the show. The result was that the stage curtains caught on fire and the whole place was ablaze in 5 minutes. In the video you can see the curtains catch on fire but people are still standing around, thinking it was part of the show. Once they realize it isn't, they left the way they came in because they didn't know there were other exits. A diagram of the building shows there were other exits that could have been used. One wasn't used because it was blocked. Biggest takeaway from this: If you have even an iota of thought that what you hear is gunshots, treat it as such. If you have any thought that what you see or hear isn't right, treat it that way and get the heck out.<br />
<b>Deliberation:</b> This is when you need to shift your emotion from fear to anger. When we're afraid, we freeze. But when we're mad, we act. Once we realize that what we hear/see is putting us in danger, we need to act. We need to get angry. Once we are able to shift to that emotion, we're able to do what we need to do to survive.<br />
The officer compared the human brain and "puppy dog brain". The human brain is conditioned for flight, fright, freeze whereas the puppy dog brain reaction is fight, flight, feed, reproduce. The main idea here is that it is an <i>innate </i>reaction when we are faced with a situation to run, freeze, or be frightened. If you put a dog in a situation where he is cornered, he will try to run but if he can't, he will fight. No one teaches a dog to do any of those things; they are innate behaviors. This relates to an active attacker in the way that we have to rehearse in our mind (if not physically) what we would do if we are put in this situation. If we have no pre-programmed responses, we react on impulse. If we freeze our heart rate increases which will keep the brain from doing its job. It won't be able to flip through the scenarios we have in our memory bank for a reaction.<br />
<b>Decisive Moment: </b><a href="http://www.avoiddenydefend.org/three-stages-of-response.html" target="_blank">Avoid/Deny/Defend</a> suggest that we have to get through the first 2 stages quickly to get to this moment when we act. It is imperative to do that to survive.<br />
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As I said above, when law enforcement arrives their first priority is to stop the attack. If there are wounded and you are safe, know what to do to help them. Homeland Security has an initiative called <a href="https://www.dhs.gov/stopthebleed" target="_blank">Stop the Bleed</a>. It's purpose is training so that survivors will know how to help those victims who are bleeding until medical help arrives.<br />
<h3 style="text-align: center;">
How to Stop the Attack</h3>
The biggest way to stop an attack is identify the attacker before the killing begins. How do we do that if there is no definitive profile? Several "commonalities" have been identified:<br />
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As educators we have to pay attention. We have to report what we observe and see to our supervisors and to proper authorities. If we watch and observe we have time to catch a probable attacker in one of their 5 phases:<br />
Fantasy: They will share their feelings with others but it is often dismissed as "crazy talk"<br />
Planning: typically very hate filled; he will describe intricate intentions<br />
Preparation: This is the phase in which they can be caught. They will gather items and intelligence<br />
Approach: They will be physically on the property before the attack. This is the "smallest but greatest" window of opportunity to stop the attack.<br />
Implementation: Our only solution at this point is to ADD (avoid, deny, defend).<br />
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I am probably the least observant person there is on the face of the earth. We were strongly encouraged to always be aware of what's going on around us. This training really opened my eyes wide to what I need to do to survive and to make sure my colleagues and students survive. It's frightening to think that I may be put in that situation some day, but the officer told us "Don't be scared, be prepared".<br />
<h3 style="text-align: center;">
What the Heck is Going On?</h3>
The officer cited books by Dave Grossman as an offering to why attacks on our schools are happening. We all know kids whose parents aren't parenting, they're "friending". They allow their children to play violent video games. As a child's brain matures, what goes in is programming their brain. It is helping to develop the moral code in that child. I found this quote by Dave Grossman in his book <u>On Combat: The Psychology and Physiology of Deadly Contact in War and Peace</u>: "90% reduction in violence among boys who had video games and tv removed." (<a href="https://www.goodreads.com/work/quotes/1936078-on-combat" target="_blank">Goodreads</a>- not an affiliate link) Another quote (also from <a href="https://www.goodreads.com/work/quotes/1936078-on-combat" target="_blank">Goodreads</a>): "if we drill our children on mass murder simulators, that too will be a reflexive, autopilot skill that is available to them at some tragic moment of truth." I have a friend who told me that at her school in another state, they do the simulation drills. We all think it can't happen to us but looking at Columbine, Sandy Hook, Parkland, and Virginia Tech we have to realize that it could happen to any of us at any time. I'm not sure if the officer was quoting Dave Grossman when he said this, but it is a scary thought: "We have just scratched the surface of violence in this country."<br />
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Again, how sad is it that we have to have a personal plan in place for survival when we are at school? Sad, but this is a reality that we all have to be prepared for if you had the worst day of your life.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUllSt6eE4t2Np3XJTARDFp8Cad9E-WjaaSX0wxc6pWTCG7g3PEoj-c7kvHJFGlVeo7EnlwsOBYKhbRY1wlgrC1jSdth0zb2IOgvIp0767zuYXBvMqObmGNy4JfAn1c5ZKegrsWD9RO5L6/s1600/Worst+Day+Pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="900" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUllSt6eE4t2Np3XJTARDFp8Cad9E-WjaaSX0wxc6pWTCG7g3PEoj-c7kvHJFGlVeo7EnlwsOBYKhbRY1wlgrC1jSdth0zb2IOgvIp0767zuYXBvMqObmGNy4JfAn1c5ZKegrsWD9RO5L6/s320/Worst+Day+Pin.png" title="Take away thoughts from active shooter/attacker training provided by the local sheriff's office." width="213" /></a></div>
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<i><span style="font-size: x-small;">HUGE shout-out to the Blount County (Tn.) Sheriff's Department for providing this amazing training to the educators of the school system. </span></i><br />
<i><span style="font-size: x-small;"><br /></span></i>
<i><b style="background-color: white;">This post in no way takes the place of training by the proper officials. If your school system/facility does not offer training, I would highly encourage you to recommend that your supervisor contact local authorities for proper training.</b></i>Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-63292560089768951042018-07-19T04:30:00.000-04:002018-07-19T15:09:01.047-04:00Can I Get a Summer Do-Over?<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHQbnyaOmzA0YuNi1swoA6jkPgff65FPiO7adb4PQ_JGPH9yqLAKAg6lO9KrRqdPXQtid0hyphenhyphenam9uGEMqL0dh0SJcxsB5XoFKG7diC3RF0r3JG7G5SnqB-7_uWrUO2jWqTozceWEnt9Jxx8/s1600/do+over+post.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Scrabble tiles that spell out "summer" in the sand next to sunglasses" border="0" data-original-height="973" data-original-width="1080" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHQbnyaOmzA0YuNi1swoA6jkPgff65FPiO7adb4PQ_JGPH9yqLAKAg6lO9KrRqdPXQtid0hyphenhyphenam9uGEMqL0dh0SJcxsB5XoFKG7diC3RF0r3JG7G5SnqB-7_uWrUO2jWqTozceWEnt9Jxx8/s320/do+over+post.png" title="Summer Do-Over" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"><a href="https://www.pexels.com/photo/macro-photography-of-black-sunglasses-on-sand-1209610/" target="_blank">Photo by Ylanite Koppens from Pexels</a></span></td></tr>
</tbody></table>
One look at the date tells me I need to start getting in gear. I have to start getting in the right mindset for back to school. Some years I'm ready; this year I'm not. <b>Can I get a Summer do-over?</b> I'm just telling myself: 6 more years and then every day will be a summer day...unless I decide to go part-time, but that's a post for another day.<br />
<h3 style="text-align: center;">
Don't cut your break short</h3>
I do a lot of "self-talk", you know, trying to psych myself up for the new year. I try not to think about it until I need to. When classroom teachers are in their rooms getting them all spruced up for fresh smiling faces, I'm saying "I'm not going to think about it." You'll rarely find me in one of my rooms before the first-day that teachers are back. Summers are too short....<i>life </i>is too short! I may stay a little late to do things (Who am I kidding? I'm out of the building at the first chance!) but I'm not going to go out to a school on my summer break. Things will get done when they get done. And somehow they always do.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit7dWTx2B_BtAmxRzujzmnvG2GT-LGSk2CNlefFa5shHccnchpJ0ws3a9dPxiyntgyLNQEhBy9OFmwniYyN4wTDqq8ZLa6G1Tm3AIw44YoFZ6uzeUcMT9HWa7gx6bfaVqi_b_5koTPqqFA/s1600/Planner.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Open planner to July" border="0" data-original-height="917" data-original-width="1200" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit7dWTx2B_BtAmxRzujzmnvG2GT-LGSk2CNlefFa5shHccnchpJ0ws3a9dPxiyntgyLNQEhBy9OFmwniYyN4wTDqq8ZLa6G1Tm3AIw44YoFZ6uzeUcMT9HWa7gx6bfaVqi_b_5koTPqqFA/s320/Planner.png" title="Academic Planner " width="320" /></a></div>
Everyone is different, but here are some things I do to get ready before I walk into school that first day:<br />
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<ol>
<li>Fill out my planner with IEP due dates. Not only that, but I pencil in when they are tentatively planned <i>for the whole year</i>. It keeps me from scrambling from month-to-month. In addition to that, I pencil in when I will send the IEP notices. You can't be too organized!</li>
<li>Check my email daily. I don't have my school email on my phone and I don't check it daily (or even weekly) during the summer. If you worked for a business or corporation, would they require you to check your email while you're on vacation? Some may, but I bet the majority don't. So why do we feel the need to be in constant contact with our school systems?</li>
<li>Go to bed at my normal school time. Yes it's still light out and yes I'd rather be staying up but I've got to get my body back on school time. School systems tend to frown on afternoon naps.</li>
<li>Eat lunch at 11:00. Seriously. No more eating when I feel like it.</li>
<li>Start looking at my caseload and looking over goals. I'll be at a different elementary school and will be adding a high school so I start familiarizing myself with goals a few days before going back. It will click better when I'm able to put a face with a name and goals.</li>
<li>Clean out my bag. You know, that big school bag that was tossed in the closet when I got home the last day of school. Time to pull it out and purge. </li>
</ol>
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<h3 style="text-align: center;">
It's over too soon</h3>
I really do love my job and have no idea what I would do if I wasn't an SLP. The kids are still making me laugh and most days I can't wait to get to school. I'm just really enjoying my freedom this summer. I've read, binge-watched some shows, written on my blogs a bit, and have really enjoyed being still at times and watching the world go by. As they say, all good things must come to an end...but why does it have to be so soon? What I wouldn't give for a summer do-over!<br />
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Here are some tips for after you get back to school: <a href="https://www.oldschoolspeech.com/2017/08/the-beginning-of-school-year-youve-got.html" target="_blank">The Beginning of the School Year: You've Got This!</a><br />
<a href="https://www.signupgenius.com/school/teacher-tips.cfm" target="_blank">This post </a>offers more tips just for teachers.<br />
<a href="http://happyteacherhappykids.com/back-to-school-advice-tips-for-new-teachers/" target="_blank">Happy Teacher Happy Kids</a> gives some great advice for new (and not-so-new) teachers.<br />
Education to the Core included input from teachers across the nation in <a href="https://educationtothecore.com/2015/06/the-best-back-to-school-tips-from-real-teachers/" target="_blank">The Best Back to School Tips from Teachers.</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXFnl6K0o474bOxNXqIOYbW9a_rL_PfInYf1bLfVUw3ypdJpUBunROJEOuSd6HDAuT3WwORRgzyd4LZeNsSFlyPJuflAbebMZrUU_oXetb0cA2BM83lJV4dlF2YhxkJYy3epu4NVQ4Wudl/s1600/do+over+pin.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="900" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXFnl6K0o474bOxNXqIOYbW9a_rL_PfInYf1bLfVUw3ypdJpUBunROJEOuSd6HDAuT3WwORRgzyd4LZeNsSFlyPJuflAbebMZrUU_oXetb0cA2BM83lJV4dlF2YhxkJYy3epu4NVQ4Wudl/s320/do+over+pin.png" title="Needs some pointers for the back-to-school blahs? This blog post includes 5 tips for getting in the right mindset for back to school. " width="213" /></a></div>
<br />Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com0tag:blogger.com,1999:blog-8924256547215087347.post-81911834813186377112018-05-20T09:00:00.000-04:002018-05-20T09:00:03.540-04:00{Frenzied SLPs} Summer Speech Therapy Carryover Activities <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG6ckzla294ccH7nsnosq1zyBQZjUXYspOUWaI_LaX1T5AEG4BWD4eiS4EaeND8eZXf3ZXW006obU5O_duDFu91F4luSqiaFsM0NYcuiF-NqxKc4rwl1Y4PAItjAnF4ajhYvi_RSjNzP7s/s1600/May+2018.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="768" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG6ckzla294ccH7nsnosq1zyBQZjUXYspOUWaI_LaX1T5AEG4BWD4eiS4EaeND8eZXf3ZXW006obU5O_duDFu91F4luSqiaFsM0NYcuiF-NqxKc4rwl1Y4PAItjAnF4ajhYvi_RSjNzP7s/s200/May+2018.png" width="200" /></a></div>
I'm teaming up with my Frenzied SLP Friends to talk about what to send home with your kids for summer.<br />
<h3 style="text-align: center;">
A Confession</h3>
Can I be honest? I rarely send anything home. I don't send something to every student I see. I will send a packet home if the parent requests it, or if I have concerns about the student losing what skills he had before the break. I find that some of my kids will actually progress over the summer if they just get a break. I think we work so hard on the sound during the year that when their brains get a break from working on it something clicks and they correct it on their own.<br />
<h3 style="text-align: center;">
Taking the Easy Way Out</h3>
For those students who receive a packet, I use<a href="http://lessonpix.com/" target="_blank"> LessonPix</a>. Once I get my pictures in the tray, it takes all of about 10-15 minutes to get a packet together. For those sounds that I made packets for last year, it's just a matter of printing and putting in a folder or big envelope.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQNZWaLiwGxnPl2-q2B41jGRb1DUxsWPcL4sYs20MMsLKIu_PnEvgg5Wl9bVKr3E6DFkcs5nJtjyRYAW_SCMc_Ka_hysylAydcTCw5o01u95kzlzfuFcrI5TOnI7l5FKLcvkdjwU5P66Cx/s1600/LessonPix+samples+for+summer+.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQNZWaLiwGxnPl2-q2B41jGRb1DUxsWPcL4sYs20MMsLKIu_PnEvgg5Wl9bVKr3E6DFkcs5nJtjyRYAW_SCMc_Ka_hysylAydcTCw5o01u95kzlzfuFcrI5TOnI7l5FKLcvkdjwU5P66Cx/s320/LessonPix+samples+for+summer+.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sample of what is included in a homework packet made with LessonPix</td></tr>
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If you're not using <a href="http://lessonpix.com/" target="_blank">LessonPix</a>, you're really missing out! It's very affordable (only $36/year) and very user-friendly. The customer service is bar-none. I use it to print out pictures of words my students had trouble with during the session. I can search for the picture during therapy, save it in the tray and make a sheet for them to take home for practice in a matter of minutes, if not seconds.<span style="font-size: x-small;"> **Please be advised that LessonPix is for <i>personal use only </i>and may not be used for commercial products.**</span><br />
Need more ideas for summer packets? Visit the links below!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNA3etdbNb5khjrgHLlcrCSiozG-ZApPE2S-4E9GElC7YAF_TkG6mTjt0UGKHvUelZwyaxo7W2CAV-ItntLOE5Y-Y3wP4XvLtrdHPE437ZH35b1s0X-XGenRNgLxM_z6_yDjvhvl3HRioA/s1600/Frenzied+SLPs+Link+up+pic.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="140" data-original-width="400" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNA3etdbNb5khjrgHLlcrCSiozG-ZApPE2S-4E9GElC7YAF_TkG6mTjt0UGKHvUelZwyaxo7W2CAV-ItntLOE5Y-Y3wP4XvLtrdHPE437ZH35b1s0X-XGenRNgLxM_z6_yDjvhvl3HRioA/s320/Frenzied+SLPs+Link+up+pic.jpg" width="320" /></a></div>
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<a href="http://www.inlinkz.com/new/view.php?id=781259" rel="nofollow" title="click to view in an external page.">An InLinkz Link-up</a></div>
<script src="https://static.inlinkz.com/cs2.js" type="text/javascript"></script> <!-- end InLinkz script -->Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com12tag:blogger.com,1999:blog-8924256547215087347.post-80375129160627716912018-05-14T04:00:00.000-04:002018-05-14T04:00:04.406-04:00Using Children's Books for Therapy: Story Retell<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHt66njV9Mk4eQTtj45XVRJCwklaTLrX2Um7cjOjAgoXUJ-07fzyABPan_PHDT8nRCKp9Kcmg_IY892dEqQbxNSdMfg8eBhbYL9xgKUG0Z0P8CNTJVR5NW_P-WPBeazJAXUmeSRCRzRiZK/s1600/Capture.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="318" data-original-width="261" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHt66njV9Mk4eQTtj45XVRJCwklaTLrX2Um7cjOjAgoXUJ-07fzyABPan_PHDT8nRCKp9Kcmg_IY892dEqQbxNSdMfg8eBhbYL9xgKUG0Z0P8CNTJVR5NW_P-WPBeazJAXUmeSRCRzRiZK/s1600/Capture.png" /></a></div>
Retelling stories is listed as a common core standard as early as Kindergarten. With our language disabled students, we can't just jump in, tell a story, and expect the students to turn around and retell the story to us. So where do I start working with this skill?<br />
<h3 style="text-align: center;">
<span style="font-family: "KG Always A Good Time"; font-size: 18.0pt; line-height: 107%;">Learning the Elements</span></h3>
As with the previous posts when I discussed <a href="https://www.oldschoolspeech.com/2018/04/using-childrens-books-during-therapy.html" target="_blank">auditory comprehension</a> and <a href="https://www.oldschoolspeech.com/2018/05/using-childrens-books-for-therapy.html" target="_blank">articulation</a>, I read the whole book first. I use <a href="https://www.superduperinc.com/products/view.aspx?pid=WSB32&s=webber-story-builder-book-and-pocket-chart#.Wvd-e4gvzIU" target="_blank">Story Builder from Super Duper </a>to teach my students the story elements. I explain to them that to tell a story, you have to have each of these elements or else the story won't make sense.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL66s3zPVjA8CX23gYHLUjVqFTrbVuDNEaVPa3uhiJ0_clQhFs1CKypC_Qt7ZP9x3UQZth4s4JNF9t4d5T6HeScGw03zaUxa9AXzJ_IxHZ2cZbyflXQ9gpRNkTaR0tDJXy1aFDuJ6B_uWG/s1600/0501180815_HDR.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="956" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL66s3zPVjA8CX23gYHLUjVqFTrbVuDNEaVPa3uhiJ0_clQhFs1CKypC_Qt7ZP9x3UQZth4s4JNF9t4d5T6HeScGw03zaUxa9AXzJ_IxHZ2cZbyflXQ9gpRNkTaR0tDJXy1aFDuJ6B_uWG/s320/0501180815_HDR.jpg" width="191" /></a></div>
Before I even read a book, I spend some time making sure they know what each element means. Story Builder comes with a script to use to aid in teaching the elements. I used it at first but then came up with my own words and my own way to teach the elements.<br />
Once the students have a decent grasp on each element, I read a book. Even if my students don't have sequencing as a goal, we will go through the sequences of the book since that will help with retell. Again, book companions are a great way to work on this skill.<br />
<h3 style="text-align: center;">
<span style="font-family: KG Always A Good Time;"><span style="font-size: 24px;">3-Step Process</span></span></h3>
I use a "3-step process". Step 1: The students match the story element with the name of the element.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdO6qmi5CB6yL-Ui46NwOMmXPLhrbD3a2nYdUT-P2qH92hWzaNOfXWGh2lOrrdh5RHpJhU3fCjB7ZbTtKSOa0KSodaPLYcFnOl6w2-2MddM-R1t2Y-Qe4RSZucX5v6S7PZsz2s1RwGIvRm/s1600/0417181437_HDR.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdO6qmi5CB6yL-Ui46NwOMmXPLhrbD3a2nYdUT-P2qH92hWzaNOfXWGh2lOrrdh5RHpJhU3fCjB7ZbTtKSOa0KSodaPLYcFnOl6w2-2MddM-R1t2Y-Qe4RSZucX5v6S7PZsz2s1RwGIvRm/s320/0417181437_HDR.jpg" width="320" /></a></div>
Step 2: The students draw pictures from the story for each element. Pictures are used for each element to give them a visual cue.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsb7wRF0SyH1wqkdcZmOKbaPArINpKolq6dh9-G-QL9mia3pcWvu6jh78i2Q7wtbRnYNccR_XhIbTU_VrSC1nSv43h__B1g4RTAjTXpveaF8ZMATx9e0FUx7PknrV3qKTNGbBqLqzuQf0U/s1600/2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1438" data-original-width="1437" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsb7wRF0SyH1wqkdcZmOKbaPArINpKolq6dh9-G-QL9mia3pcWvu6jh78i2Q7wtbRnYNccR_XhIbTU_VrSC1nSv43h__B1g4RTAjTXpveaF8ZMATx9e0FUx7PknrV3qKTNGbBqLqzuQf0U/s320/2.jpg" width="319" /></a></div>
Step 3: Depending on the age, the student can either draw the story element under each name or write the element.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5isqAtfLjhcedLn940H7FOrHzolZeU4io1RGLD8hRH19Av0mHClNHNWEibjuxkG9QN1KxMUlIzBXeVZDSXgMqe2v5BS5bejE6XkVIA_ZGehbl0NmDpziPp9uXsQQThTTyifG7VuGOsPbk/s1600/0419181130_HDR.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5isqAtfLjhcedLn940H7FOrHzolZeU4io1RGLD8hRH19Av0mHClNHNWEibjuxkG9QN1KxMUlIzBXeVZDSXgMqe2v5BS5bejE6XkVIA_ZGehbl0NmDpziPp9uXsQQThTTyifG7VuGOsPbk/s320/0419181130_HDR.jpg" width="319" /></a></div>
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I have the student, no matter which step they're on, take the paper home and go over it with their parent. Most of the books I use can be found on YouTube so the parent will be familiar with it. </div>
<h3 style="text-align: center;">
<span style="font-family: KG Always A Good Time;"><span style="font-size: 24px;">Be Patient</span></span></h3>
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The student is not going to go through the 3 steps overnight. I have some younger students who have not made it past the first step after working on it for a year. I have some students who can go right to step 3. I would suggest beginning with step 1 to make sure that the student understands what each element is. </div>
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The goal is for the student be able to retell a story and create their own story by having the visuals in their head. As we all know, this could translate into writing success. Our language disabled students need as many visuals as they can get, as well as repetition. Taking your time to teach the story elements is definitely of value for your students. </div>
<h3 style="text-align: center;">
<span style="font-family: "KG Always A Good Time"; font-size: 18pt; line-height: 25.68px;">Knowing Where to Start</span></h3>
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I've started using the Test of Narrative Language-2 (Ronald B. Gillam and Nils A. Pearson) to determine exactly where a student is with these skills. That gives me a good idea of what skills the student already has and what to focus on during therapy sessions.</div>
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How do you work with this target? I'd love to hear your thoughts on this; leave them in the comments!</div>
<br />Maryhttp://www.blogger.com/profile/11533317405680450964noreply@blogger.com1