The speech referral process influences our caseload size and impacts how teachers and parents view the role of SLPs. Working in the school setting, you will get speech referrals from teachers, parents and the RTI general education process. Today, I want to share why I have a speech referral process.
Why I have A Speech Referral Process
Having a speech referral process helps you make better clinical decisions when deciding if you should test a student. Many SLPs work with a large number of students who speak English as a second language. So, although, the student may not be meeting common core standards in the classroom, it may not be related to a language disorder. A student could be struggling because he or she is learning a second language. Furthermore, environmental factors may impact a student’s communication development. For example, a student starting Kindergarten without attending preschool may not be exhibiting language skills equivalent to his or her peers. The student’s language abilities may be due to lack of exposure to the school environment. RTI can help the SST team determine if it is a language disorder or lack of exposure to school.
More Considerations For Why Having A Speech Referral Process Is Important
In a school setting, it is important confirm that general education interventions were performed for any students with language and social pragmatic concerns. This should be done before moving toward a speech assessment. This is in alignment with IDEA whereby we ensure that we are providing a free and appropriate education in the least restrictive environment. When the least restrictive environment isn’t being successful with general education interventions, that is when a discussion about a special education assessment is warranted.
One reason to conduct general education interventions is that we do not want to inaccurately identify a child with a speech and/or language disorder. Additionally, if general education interventions are working for the student, completing an assessment may not be recommended at that time.
It is highly recommended that you discuss your referral guidelines with your administration and speech department. Every state has different education codes for special education and being well-versed on your state’s education laws is paramount.
Here Is What The Speech Referral Process Looks Like In My World
All articulation, speech fluency and voice concerns come directly to me via a google form I created. You can read more about how to electronically gather speech referrals with google forms/docs HERE.
I follow up with the teacher to review concerns and determine if errors are developmental or a dialectal difference. This is when you can ask the teacher questions about speech intelligibility, and frequency/duration of dysfluencies. Then, follow up with how the speech concern is adversely impacting the student (this is key).
Then, you can conduct a classroom observation. If you need parent permission to informally talk to a student, then this would be the time to get a parent permission slip signed. If you notice red flags that this student may possibly need a speech assessment, you can do RTI for 6-8 weeks or initiate an initial assessment. SLPs needing an articulation & language screener for elementary, can use this one that I created HERE.
What To Do If The Student Is Stimuable For Their Sound Or Strategy
If the student is stimuable for the speech sound in some contexts and intelligibility is not significantly impacted, you may address the need through RTI speech improvement class. You typically would need to get parent permission. Discuss with your speech department how RTI speech improvement will look for SLPs. , I do RTI speech improvement for 6-8 weeks for my students that have only 1-2 sounds in error, or not demonstrating a year delay with sounds. If I observe multiple sound errors, decreased speech intelligibility and it is adversely impacting them in the classroom, I typically initiate a speech assessment. Sometimes, I will do RTI intervention and then make a decision to test after that 6-8 week intervention.
This is the process that was approved in my current district. I have worked in other districts that did not want me working with students that did not have an IEP.
How I Handle Language & Social Pragmatic Concerns
Any language and/or social pragmatic concerns I refer the teacher back to the Student Study Team (SST) general education process (your district may call it something else). In my district we have a pre-referral Student Assistant Program (SAP) in which a school team documents and discusses tier I and tier II interventions. I have let my schools and teachers know that if there are concerns with language and/or social pragmatics to include me in those meetings. Looking for information from ASHA regarding RTI? Check out their RTI page and ASHA’s position about Early Intervention.
Why Attending RTI or SST Meetings Is Worth Your Time
I go to any SST meetings that have language and/or social skill concerns for the following reasons:
Staff and parents can see my professional expertise in the areas of speech and language when I am present at the meeting.
SLPs can ask questions to the parents and collect background information on the spot. The background information is documented if a speech and language assessment is recommended or a full team assessment. Then, you don’t have to call the parent again for background information. You can also have parents fill out forms before or after the SST meeting.
This prevents professionals writing in recommendations for speech and language assessments to be completed without getting your professional insights. I know you may be think, “But, I don’t have time for more meetings.” I hear you. None of us have time for more meetings. But, when you think about how much time a full assessment can take to complete, you may re-consider. Testing the child, writing the report, IEP and holding the IEP meeting can take 8-15 hours of work. Attend 1 hour meeting or do a 15 hour assessment? If your team is signing you up for assessments that you know will not meet special education eligibility, you are opening yourself to work that could be spent more effectively. For example, if you aren’t doing that 15 hour assessment, you could be providing RTI intervention. Or you could be providing visual supports for teachers with that time.
Being at the meeting allows me to identify any red flags for a possible speech/language disorder
When a teacher has language and social pragmatic concerns, I may consult with them for strategies to implement in the classroom during the meeting or right after the meeting.
What To Do If You Can’t Attend The SST Meeting
If I can’t attend the meeting, I pre-staff the meeting with the psychologist or head person running the SST. I give examples of red flags that may warrant a language assessment or provide questions to ask the parent and team. Furthermore, if the team is feeling that language is a big concern, I ask them to document “consult with the speech pathologist” under actions. This allows me to see the SST notes, and consult teacher/parent before giving recommendations. If I see that RTI interventions haven’t been done or the student is an ELL learner, I want to make sure those things have been put in place before moving forward.
How To Stay Organized With Your Referral Process
If you are more of a visual learner, you can check out my Facebook LIVE video about how to streamline your speech referral process HERE.
One way that I stay organized with incoming referrals is by making a binder. That way, when you have educators handing you forms, you can shove it all into one place! You can support teachers by having an electronic version of your speech referral process. Send this process through email when a teacher has a question. You can get my referral process HERE and add/change what you need.
Helpful Forms and Resources For Your Speech Referral Binder
You can include helpful developmental milestones, and parent permission slips. Put your screener forms, or cheat sheet guides in your binder too. Here are some links to organizational forms that you can include in your speech binder:
Data Binder Forms that include parent permission slips for RTI intervention from The Speech Bubble SLP (My district has their own template, so if you don’t have a template, I recommend using these).
What forms or important information do you include in your speech referral binder?
Share Your Experience With The Speech Referral Process
All in all, a speech referral process is a guide. The speech referral process is there to help SLPs make more informed clinical decisions. Do you have a speech referral process? Why or why not? What roadblocks have you faced with trying to implement your speech referral process? Did you find any solutions that you can share with other SLPs? I would love to know your thoughts around this topic in the comments!
I don’t think I have met an SLP or any educator for that matter that has said, “Stress. That never happens to me.” Working as a school SLP is very stressful. Raise your hand if you feel like a “stressed out SLP”!? Today, I wanted to talk about chronic stress on the SLP and how it can effect our well being and job performance. Some of the biggest “stresses” with the job of an SLP is the paperwork, managing IEP’s, planning and conducting therapy and progress monitoring all of your students on your caseload. There have been days when I have wanted to cry, hide and go get my job back at Starbuck’s.
Acute stress vs. chronic stress
Stress is how our body and brain reacts to any demand that is placed on us. SLPs have lots of demands placed on them, hence, why we are stressed lol. Acute stress is caused by those unpredictable events or situations that happen outside of our control. When we experience acute stress, our bodies release hormones to help our bodies/brains deal with the situation. For example, we may have acute stress from running an intense IEP meeting or having to write three speech reports in a week.
Chronic stress is caused from situations and events that are repeatedly happening to us, resulting in the release of the stress hormones. Many scientists feel that the human body was not designed to endure constant stress. When our bodies over produce the stress hormone, it can have negative affects on our bodies. Examples of chronic stress could be going through a divorce, while having to manage a caseload of 70 with many IEP meetings, not having supportive co-workers and trying to raise two children on your own.
When To Know You Have Chronic Stress
Stress is a funny term because as an SLP community, I think we often associate stress as a negative impact on our lives. Research shows that stress can be good if it helps us to be more productive. It is when we have hit our level of “overwhelm” that stress begins to negatively impact us. There is a fine balance of allowing stress in our jobs and personal lives. When we do not manage our stress, it can impact our lives significantly. Furthermore, stress is very personal to the individual. That being said, stress varies from person to person and that feeling of “overwhelm” may look different from one SLP to another.
Below is a list of different symptoms that people with chronic stress may be exhibiting. This may help you gauge if you are managing your stress well. Exhibiting many of these symptoms may mean that you are dealing with chronic stress in your life.
Why is chronic Stress Harmful
Chronic stress impacts our mind and body. It can begin to rob us of the physical and emotional things we want to enjoy in life.
How Chronic Stress Impacted Me
I took some time this year to reflect on the BIG stresses in my life and made an action plan for how I was going to manage the stress until the end of the school year. I know that MUCH of my stress were external factors that were out of my control and I needed to find a better way to survive. When I looked at the list of symptoms, I as exhibiting some insomnia, memory issues, mild depression and physical body aches and pains. I loved reading this post about the 5 Year Burn Out from the Queen’s Speech. It really gave me some good perspective about my job as an SLP and as a person.
Solutions To Help Reduce Chronic Stress
Advocate for your needs. Let your employer know that you are overwhelmed and need assistance.
Acting as if you can complete all the job tasks in a reasonable work day only makes administration think YOU can do the job successfully.
Exercise at least 3 times a week. This has helped me release my stress and manage my weight and eating better. I have more energy for my job and my focus has improved.
Limited coffee or energy drinks. I will admit that I have not given up coffee, but I reduced my intake of caffeine. When the effects of caffeine wear off, you can feel sleepy and sluggish.
Boost your mood. I have a music ready to play at the end of the day or when I have to cook dinner. Find something that helps boost your mood.
Work on getting a good night’s rest. I try to turn off the electronics an hour before bed and read a book and/or the bible. Sleep makes all the difference and stimulating your brain with TV or computer doesn’t help your body get ready for sleep.
Get organized. Invest time to set up systems and ways for your to stay on top of everything in your job and life. When you plan ahead, you reduce a lot of stress.
SLPs need to remember to take care of themselves
Most SLPs got into this field because they wanted to help people. We are naturally giving spirits and often put others first before ourselves. I think it is a very admirable quality, but when we don’t remember ourselves, we chip away at that giving, loving spirit. You don’t know how hard it has been for me to put these next steps of advice into place, but I have and continue to work on these things.
Let your YES be YES and your NO be NO. Don’t commit to something that internally you don’t have the time to complete. People pleasing will get you in a negative mindset and causes you to busy up your life. You can read about my 10 Phrases Every SLP should say at work to help with setting boundaries at work.
Seek counseling or some sort of support group. I attended some counseling sessions to help with the stress in my life and also went to a bible study that was geared towards drawing me back to relying on God for support in times of trials and STRESS.
Do something YOU enjoy every day……I take a hot shower to help ease my mind, hang with my kids, chill with my hubby, and listen to music when I need to revive my spirit.
Laugh….I am trying to find the joy of laughter in my students, my kids, on youtube, talking with friends, reading funny books and watching movies that will give me a laugh. Laughter relieves stress, so put more in your life!!
When your current STRESS isn’t going away any time soon
Accept what you can or cannot do, cry, whine, and moan for a few minutes with a friend. Then, make a plan for how you are going to get through the stress. Don’t let your workload stay the same for next year!! Make the necessary changes now even if that means looking for new employment. With the help from your admin, you may be able to or reduce or change your assignment. This are all easier said that done, so make sure you have great friends that are there for you along the way!
How do you manage stress? What advice could you give to an incoming CFY for how to start their career off right?
Speech therapists are BUSY. We have caseloads with 55 children or MORE, do assessments, bill medi-cal, write reports, collaborate with teachers, create visual supports for students, hold IEP meetings, plan therapy and work with groups all day. Organizing speech materials seems to be the last thing on our list of priorities. In order to get everything else completed, we put organizing speech materials on the back burner.
I loved this quote from Christina Scalise (found it thanks to google. I have no idea who she is lol) “Organization isn’t about perfection. It’s about efficiency, reducing stress and clutter, saving time & money & improving your overall quality of life.”
Figuring out easy organizational systems for your materials will help with easier planning for therapy, make your room look orderly and will make cleaning up easier. This means you will feel less overwhelm and will have some extra time to focus on the BIG task items. Amazon affiliate links are provided for your convenience.
Organizing Speech Materials- Give yourself a clutter paper place
Total confession- One way that I keep things clutter free is I have a “clutter paper place”. When it is a busy month, I know that I can stack all those papers that I am not sure if I want to throw them away in one place and deal with them when I have time. This helps me to keep my desk clear when I don’t always have time to sort through everything.
Organizing Speech Materials- Use Your Wall Space
The secret to organizing speech materials is all about finding a functional place. I am more of a type B+ SLP. This basically means that I do strive to be organized, but also accept the organized chaos that happens in my speech room during the busy times of the year.
Hang your materials on your wall with thumb tacks and binder rings. Got task cards or my interactive articulation flipbooks? Attach your materials with binder rings and you can hang all over your room! If you want more ideas for FUNctional decor & organization, check out my post about it HERE.
Have a supplies basket in reach of your speech table. I fill my basket with all the supplies I may need on the fly for lessons, so I keep behavior visuals, timers, dry erase markers, etc. in my basket, so I am never without my supplies. I clean it up after each group and access it as necessary. Dollar store has some great bins!
Use those file folder boxes to organize your seasonal and skill based materials. I like to use this box to organize all of my craft templates for the year.
I love finding containers like this poly zip file that can keep all my similar things in one spot in different pouches. That way I can shove it all in there and can store it easily. This storage container has all of my AAC Low Tech Communication Tools and it keeps all the small visuals in one place.
Hang frequently used visuals or resources on magnetic hooks. The sides of your metal cabinets work perfectly! When I can see my materials that I use often, it is easier for me to remember to use them lol. These are my visual sentence starters that I use with all of my speech and language groups. I have a metal cabinet right near my therapy table, so I can grab these whenever I need them for a student!
I put all of my TPT resources in plastic bags or zip pouches. Then I store them in larger bins when I am not using them. So, every couple of months, I will look through my big bins and put the seasonal or skilled resources that I need for the upcoming months in my file folder crate that I keep near my therapy table. I use binder clips and washi tape to label the different files.
All of my themed resources that I either create or buy on TPT are placed all in one plastic container. I try to even fit the themed books that I like to use with the theme, so I can grab it and use everything in it. This way materials don’t get misplaced and I know in a pitch, I can grab that container and it will have enough materials to cover me for those days when I don’t have time to plan.
Have a quick organizational tip to share?
If you have a fabulous SLP hack or tip to make the #speechlife a little easier, then email me at email@example.com. I would love to feature more “quick tips” from school based SLPs on the blog.
In the school setting, speech therapists are required to do speech therapy assessments to establish eligibility for speech services. SLPs are instructed to follow the educational code to identify if a student has a speech language impairment in the school setting. Completing a speech and language assessment in the school setting differs from other settings in that there is specific requirements that a child must meet in order to receive speech services in the school setting.
Last year, I started an assessment series to help SLPs learn about completing legally defensible speech reports. You can read about my first blog post HERE. It is all about collecting a thorough background section for your speech assessment reports.
The Importance of A Defensible Speech & Language Assessment
A legally defensible speech report is very important for determining eligibility for special education services. The speech assessment helps with developing an appropriate Individual Education Plan for a student, so it’s a big deal!
When do special education assessments get challenged
Parents can challenge an assessment if there has been a failure to assess the student. The school district may be viewed as not providing a free and appropriate education if they don’t complete the assessment.
The other reason parents can challenge an assessment is if they want an Independent Education Evaluation (IEE) completed by an outside agency. An IEE can be granted by a court only if IEP team failed to assess the student in all areas of suspected disability.
Determining Suspected Areas of Disability
A suspected area of disability can fall into any or all of these areas: health and development, vision, hearing, language function, social and emotional status, general intelligence, academic performance, communicative status, motor abilities, self-help, orientation and mobility skills, and career and vocational abilities and interests.
The IEP team can collect information about suspected areas of disability is through your school’s general education intervention process. In California, we call them student study team meetings where we document response to intervention strategies to determine if those strategies are working or if noticeable concerns continue to surface with the students learning.
When doing an assessment with the whole IEP team, the SLP can work with the school psychologist and nurse to get the health and developmental questionnaire filled out by parent.
Here is an example of determining suspected areas of disability
If the parent and teacher both mention that they cannot understand the student when they are reading and communicating, this is a good indicator that you will need to thoroughly assess the student’s articulation skills. The SLP may choose to administer a formal articulation test and obtain a conversational sample. In order to determine if there are muscle and motor movement concerns with producing the sounds, an oral motor exam would be completed. Then, an informal baseline assessment could be completed to see if the student can correctly say the sounds at the word or sentence level. An SLP needs to look at other areas of communication such as language, fluency, voice and social skills, but the main assortment of assessment materials would fall into the suspected area of need.
Choosing Speech Therapy Assessment Tools
Some of these suggestions may feel like a no brainer, but I think it is always a good refresher to remember when considering which assessment batteries to use.
You must follow the test manual protocols to make the results valid & reliable. If you veered from the test manual, share a statement about how you used the test.
Assessment batteries must be given by trained professionals. Janitors, secretaries, parent volunteers and SLPAs can’t be administering tests for ya! You have to sail that ship.
Using one test to determine eligibility is not defensible because an SLP needs to show that they used a variety of measures to make a determination if a student has a speech and/or language disorder.
SLPs need to consider test biases and how that may impact the student’s scores. Dynamic assessment is a great informal assessment tool to use with students of a second language. You can see the helpful blog posts for speech assessments below.
A classroom observation should be completed when appropriate. For SLPs, classroom observations are definitely recommended when there are social pragmatic concerns.
Behavioral Considerations For Choosing Speech Therapy Assessment Tools
Some students you test will not comply with the test manual procedures because of many factors. In some cases SLPs have students that have a very short attention span. Furthermore, there are situations when you cannot establish a baseline or have NO interest in completing the assessment tasks. You may need to break an assessment up into chunks, and give positive reinforcements for work completed. Sometimes we have to pull out some creative behavioral techniques to keep the student engaged during the assessment. Documenting these accommodations is important for the team to understand the testing conditions. When formal assessments are not a reliable measure due to behaviors consider collecting information about the student’s speech and language skills via informal assessments, language samples, checklists, classroom observations and parent/teacher input.
Considerations For Assessing Students Who Speak English As A Second Language
Students who speak English as a second language must be assessed in their first language. If an SLP does not speak the language of the student, the SLP can use an interpreter. In order to meet eligibility for speech language impairment, a student has to be exhibiting language delays in both their primary and secondary languages. This can include interviews with parent about speech and language development, classroom intervention data, dynamic assessment information and results from formal assessments. This book from my former professor is VERY helpful for bilingual assessments. Check out the book Multicultural Students With Special Needs-Practical Strategies For Assessment & Intervention if you need support with bilingual assessments.
Knowing The Articulation & Language Differences of Your Student’s Primary Language & Secondary Language
If you assess students from different cultural backgrounds or speak English as a second language, it is very important to know the student’s primary language sound and language differences. This is helpful for determining if a student is exhibiting a speech and/or language disorder or if the characteristics observed in the student’s speech or language are just differences from English. When we know the student’s primary language characteristics, it helps us not over-identify students as well as help us pick reliable test measures. Throughout my career, I have had a lot of different languages that I have had to assess including Punjabi, Russian, Ukrainian, Spanish, Hmong, Mongolian, Somali and Arabic. I created a Dual Language Learners Guide to help me quickly reference articulation and language differences from English. You can check out my guide HERE or click the image above.
Tips & Time Saving Hacks For Speech Assessment Reports
First of all, work with your school psychologist and special education teacher to write a multi-disciplinary report. By having one thorough report, the SLP doesn’t have to duplicate the background information and focus on their portion of the assessment. Often times, I would write my own speech report and find that the psychologist and I had similar background sections. If we had combined our efforts, then it would have saved time and made our assessment more cohesive.
Part of doing a thorough speech assessment is writing the report. Therefore, it is important to include test validation statements and descriptions in your reports. Also, a solid background and interpretations of the test findings is recommended (check back for my last post in this series)! Creating TEMPLATES is how you save time! You can download my FREE speech therapy assessment report template below.
Here is a video on a report writing time saving hacks that you can watch on my facebook page.
Home Speech Home has over 90 test descriptions HERE; however, some of the tests have not been updated with the latest version. Nonetheless, it is still a great resource for those tests SLPS do not frequently use with students!
Interpretations & Summary Of Your Speech Assessment
My next post is going to be all about how to interpret the test results. Furthermore, writing a cohesive summary of your findings is important for explaining how the students scores may impact them in the classroom setting. We will also be discussing how to write recommendations in your speech reports! Do you have any questions about speech assessments? Leave a comment below or email me at firstname.lastname@example.org.
Are you starting your Clinical Fellowship Year and feeling overwhelmed with all the responsibilities of an SLP? Do you feel like you are always scrambling to find time to take accurate data of your students? Wishing you had progress monitoring resources in one spot for easy access? Today, I want to show you how to use SLPToolkit to manage your caseload.
All The Details About How I Started With SLPtoolkit
SLPToolkit gave me a year’s membership subscription (I was soooooo excited with the offer) in March to try out with my caseload. At that time, I was able to use this tool with part of my caseload and LOVED it! I am really looking forward to diving in with this tool at the start of the school year when, let’s face it, that’s when I am most gung-ho about being organized and efficient!
What is SLPtoolkit?
SLPToolkit is a digital application that you can use to improve SLP’s efficiency with completing progress reports. You can try it out for FREE with five of your students to see if you like using it. The monthly and yearly subscription options allows you to have unlimited access to your whole caseload as well as an amazing scheduling tool! For those SLPs that want to go digital with caseload management, this is the tool for you! (Psst…if you scroll down to the end of the post, there is a coupon code for a FREE month of unlimited use or $19 off the yearly subscription).
How To Use SLPtoolkit
SLPToolkit uses criterion referenced tests and rubrics to use when progress monitoring students growth. This way if you use the same criterion referenced tests 4 times a year on a student, you will see accurate growth or decline when using the same stimulus items.
How SLPtoolkit Can Be Used For Your Students
For each student, there are different categories you can click. You can access the student’s goals that you written by clicking on the goals icon. I was easily able to write a goal and copy/paste it into the IEP. If the school is doing response to intervention with a student, you can easily find teacher strategies/accommodations to print out and hand to the teacher to try with the student. This could also work for a student with an IEP. You can copy and paste strategies to be used in the classroom and document in the IEP, your reports or to give as helpful reminders for the teacher.
Do you ever get a student that transfers in 3 weeks before their IEP meeting? You have NO information about how he/she is doing with their speech or language goals and have NO idea what types of goals you should write? SLPToolkit has present levels of performance assessments that you can administer and then print the results! You can also access this application on your IPAD, so the child can see the stimulus items on the IPAD, while you take data on their performance on your computer.
No more digging through your book shelves and cabinets for assessment tools because they have all the progress monitoring tools right there for you to use! There are categories to chose from such as receptive/expressive language, social language, etc. When you click on one of those option, it will have subcategories for different skills such as semantics, concepts, grammar etc. There are also different levels, so you can see if the student has the skill, but struggles when the stimulus items increase in difficulty. I love the easy to print feature! You can bring this data to an IEP meeting to really help with advocating for your student’s needs.
They have a ton of pre-made goals already in the system, but you can house all your OWN goals in there as well under each student.
Here is a video tutorial on how to import your caseload into SLP ToolKit. My district uses SEIS, so I can easily import my current caseload.
You have to manually add some other details such as teacher and grade, but once you have updated it, you can easily print and adjust throughout the school year!
HERE is a tutorial for how to use the AMAZING scheduler. It is pretty darn cool and easy to use (it is my favorite feature). What I love about the scheduling tool is that I can easily go in and update as I get new students and then print it out right then and there! SLPtoolkit is in the process of updating the scheduler tool, so that you can also schedule in additional duties that you need to complete. I love to block out time for specific tasks and often need it written in my schedule or else I struggle to get it done. I love to block out time for assessments, medi-cal billing, calling parents, progress monitoring, organizing materials, etc.
Considering SLPToolkit? Here are some reasons this speech therapy resource may be for you!
This online tool is great for SLP’s that own a laptop or IPAD. It can totally be used with a desktop computer, but it might be difficult to progress monitor if you were doing it during the group session. So, if you own a desktop, this is a great way to progress monitor with the student pulling a chair up next to you.
This tool is also great for people who like things digital. The system is very user friendly for all levels of techy people. I know that most of my IEP writing happens on the online IEP database, so I can easily use SLPToolkit with the IEP database. You can definitely have a paper trail after using by printing the progress forms right on the spot!
You enjoy having consistent data to document progress. I will always have paper therapy logs with information about how my students are doing in therapy, but it is nice to have more consistent data using the criterion referenced tests and rubrics for showing progress in IEP’s.
You want to reduce paperwork stress and the amount of time it takes to monitor your students progress over the year.
Your district gives you a spending budget every year. This is a resource that I believe many school districts should invest in for their SLP’s. If more SLP’s used this tool, we would have better written IEP’s, more accurate data for students and happy SLP’s because the paperwork load would be a little lighter. It’s a win-win. I know when I first started out, I didn’t want to spend another DIME on resources because I had no money, but now as I am further into my career, you have to weigh out do you want more money in your pocket or more stress. I vote less money in my pocket and less stress in my life. Work with your school districts to get this tool for you to use. Using this resource will help districts sustain SLP’s and keep families satisfied with the support their students are getting.
You like having a goal database in one spot that can be easily customized for each student.
You need different levels of criterion referenced tests and rubrics for your students. SLPToolkit provides different levels of difficulty, so you can use the assessments across grade levels. They have them aligned by levels of difficulty and by grade level.
Love this already and want it for the start of the school year? SLPToolkit is giving all my followers 1 month full access for free or 19.00 off the annual. Just CLICK HERE and enter the coupon code: dabbling19 to get this sweet deal!
What do you think of SLPToolkit?? I would love to know your thoughts, questions and insights.