Speech-Language Pathologist Professional Learning Community Meeting Information and Documents: 2014-15

Social Communication, Executive Functioning, and Metacognitive Strategies (Psychologists, Social Workers & SLPs)​
September 29, 2014 a.m.
The learning objectives for the PLC were to discuss the research and neurobiological basis for the importance of social communication, executive functioning, and metacognitive strategies, including a discussion about why kids may struggle in these areas and require additional support. Some tools and strategies were introduced that have been effective at improving social communication skills, and accommodating students who have difficulties with social communication. We discussed executive functioning skills and the important role of language for executive functioning. We discussed executive functioning assessment, as well as ideas for interventions to help students who struggle with executive functioning skills. We discussed the broader topic of metacognitive strategies, the role that these strategies can play with problem-solving and other important aspects of academic functioning, and evidence-bases strategies that employ metacognitive strategies.

Tier 2 and Tier 3 Behavior Interventions (Psychologists, Social Workers & SLPs)
September 29, 2014 p.mThis meeting will begin with a discussion about how to identify the continuum of supports for behavior across an MTSS model. We will discuss behavioral process data, outcome data, and how to make data-driven student decisions using behavioral data. We will discuss tools and evidence-based strategies for multi-tiered support of behavior, with a focus on a continuum of interventions. Finally, we will discuss how Functional Behavioral Assessments and Behavior Intervention Programs fit within an MTSS system.

MTSS/RtI, IEP Goal Writing and Progress Monitoring Using the CCSS and Case Discussion ​ (SLPs)
October 17, 2014 a.m.
This professional learning community discussion will center around MTSS/RtI, IEP goal writing and progress monitoring using the CCSS, as well as use of rate of improvement on language-type goals. Time will be reserved for case discussion and participants are encouraged to bring case examples for the purpose of problem solving (for Speech-Language Pathologists).

Writing Research, Interventions and Strategies
November 18, 2014 a.m.
This professional learning community provided an opportunity to dive a little bit deeper into current literature and research surrounding early writing development. It also addressed evidence-based writing strategies and interventions. School Psychologists, Speech-Language Pathologists and MTSS coaches discussed these intervention strategies and collaborated to generate ways in which they may benefit students in Ingham County within an MTSS framework. (Speech-Language Pathologists, School Psychologists and open to general education staff)

Collaborative sharing of curriculum-based and other progress monitoring tools (including Universal Design for Learning), goals, service delivery solutions and case discussion (for Speech-Language Pathologists).
January 14, 2015 p.m.
This Speech-Language Pathologist professional learning community discussion will center around curriculum-based and other progress monitoring tools (including Universal Design for Learning) and case discussion. Time will be reserved for sharing information with each other and generating possible solutions to areas of need such as measurable goals/benchmarks and service delivery. Participants are encouraged to email Lori Torres questions or case examples for discussion to be added to the agenda.

ASD Evaluations and Evaluation Tools (Speech-Language Pathologists, School Psychologists and School Social Workers)
February 15, 2015 a.m.
The learning objectives for the PLC were the practice of evaluating students for autism spectrum disorder eligibility. During this session, the presenters will review MARSE eligibility criteria for autism spectrum disorder eligibility. The current Ingham ISD ASD eligibility guideline document (2006) will be discussed. We will discuss differentiating ASD from other special education eligibilities. We will have a brief discussion about using an MTSS/RTI framework during ASD evals. A survey of assessments for ASD eligibility will be discussed as well as assessments for PLAAFP/goals. Finally, the practice of coming to a consensus with other evaluators will be discussed.

The session referenced this Ingham ISD ASD Evaluation Guidelines document:

Sample combined evaluation report template for ASD evaluations:

ABA and Other Evidence Based Strategies and Interventions that Work for Students with Autism (Speech-Language Pathologists, School Psychologists and School Social Workers)
February 15, 2015 p.m.

The vast majority of evidence-based practices for children with autism spectrum disorders (ASD) are derived from the principles of applied behavior analysis (ABA). Many behavior analytic strategies, such as video modeling, activity schedules, and direct instruction, are ideally suited to educational settings for children with ASD. However, educational service providers may not be familiar with the full range ABA tactics and strategies. The purpose of this session is to present an overview of several modern ABA procedures, including video exemplars and recent research results, that could be particularly useful for educational service providers. The learning objectives for this session included an increased knowledge of ABA, the types of procedures that are and are not considered ABA, and ideas for incorporating ABA within a public school program for children with ASD.

Addressing the Impact of Language, Socioeconomics, Race and Ethnicity in Special Education Eligibility
(Speech-Language Pathologists, School Psychologists and School Social Workers)
May 4, 2015 a.m.

Page created by Lori Haindl Torres, Licensed Speech-Language Pathologist