Streamlining Progress Reports

School based SLPs are faced with many challenges. As caseloads rise, systems must be established by SLPs to streamline workload while maintaining best practice. One area, progress monitoring, is particularly difficult due to the high number of students and frequency of progress reports. Some SLPs report using session data to calculate progress. Others report that they do not take baseline scores and make subjective guesses on progress. This course will focus on the different types of measurement tools, how to create them and use them consistently, and how this connects into what is best for the student (e.g. data driven decision making).

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Presenters

Sarah Bevier
M.S. CCC-SLP
Sarah is the co-founder of SLP Toolkit and Bright Ideas Media and has over 10 years of experience in the field of speech pathology. As a full time SLP, she was active in her district's speech pathology advisory council, mentored graduate students and CF-SLPs in the field of speech pathology, and regularly presented to teachers and speech pathologists on topics pertaining to behavior, communication, and vocabulary acquisition. She is a graduate of Arizona State University with a Bachelor of Science in Speech and Hearing and a Master's degree in Communication Disorders. She is also a member of ASHA, as well as a member of ASHA SIG (Special Interest Group) 16, which focuses on school based issues. She regularly presents nationally at universities and conventions on topics related to communication disorders.
Lisa Kathman
M.S. CCC-SLP
Lisa Kathman, MS, CCC-SLP, is an SLP turned tech founder and co-founder of SLP Toolkit and Bright Ideas Media. With experience spanning early intervention through middle school in the U.S.V.I., CA, and AZ, Lisa brings real-world insight to everything she builds. A former lead SLP, she now supports SLPs nationwide with tools, training, and strategies that make school life easier.

Learning Objectives

Develop and use criterion referenced tests to measure progress on speech and language IEP goals
/;y
Describe the need for leveling of items when assessing progress using criterion referenced tests
Summarize the way task analysis of communication skills is used when developing rubric criteria

Agenda

3 minutes	Introductions and disclosures
17 minutes	Overview and background of progress monitoring practices (need for establishing baseline data, what does that currently look like for audience, need for consistency in measurement to show true progress over time)
20 minutes	Overview of criterion referenced tests (including development, leveling, skills that can be assessed)
20 minutes	Detailed info on how to create and use rubrics (task analysis of skills, where to start, do’s and don’ts)
20 minutes	Using a digital platform (SLP Toolkit) to access precreated or to create custom criterion referenced tests and rubrics
10 minutes	Conclusion and questions and answers

Disclosures

Content Disclosure

This presentation will focus exclusively on the SLP Toolkit software application and will not include information on similar or related products or apps.

ASHA

This course is offered for 0.15 ASHA CEUs, Introductory level, Professional Area, Professional Area