Objective: Participants will review current recommended practices through ASHA, PDE, PaTTAN, & IU#5....

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In-Service 2010-2011 Our Changing Roles:

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Transcript of Objective: Participants will review current recommended practices through ASHA, PDE, PaTTAN, & IU#5....

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Slide 2 Slide 3 Objective: Participants will review current recommended practices through ASHA, PDE, PaTTAN, & IU#5. KWLH: What do you know, want to know, learn, and implement in using recommended practices from ASHA, PDE, PaTTAN, & IU#5? Essential question: What are the potential implications for using recommended practices? Slide 4 GO! Slide 5 What is Carons IU extension? Slide 6 8399 Slide 7 Who is the new Special Education Secretary at the IU? Slide 8 Nancy Ditmore Slide 9 If you are injured at work, you should: A. Call Dr. Wallace B. Call Burger & Green C. Call Caron x8399 D. Call Nancy Ditmore x8476 E. Email IU#5 Slide 10 If you are injured at work, you should immediately call Caron x8399. If you are unable to reach me, call Nancy Ditmore at x8476. Slide 11 Lifestyle Returns is A. An annual wellness questionnaire from PPO Blue B. A new sitcom on NBC C. An indication that summer has begun D. An insurance program which saves employers and employees money each year E. Both A & D Slide 12 Lifestyle Returns is An annual wellness questionnaire from PPO Blue which saves employers and employees money each year. Slide 13 You should contact TSS when: A. Youre board and need someone to chat with B. You have a computer emergency by calling Deb Daily x 8391 C. You have a computer issue (non- emergency) by submitting a work order at http://inside.iu5.org http://inside.iu5.org D. When driving in-between schools for a weather check E. B & C Slide 14 You should contact TSS by calling Deb Daily at x8391 when you have a computer emergency. You should submit a work order at http://inside.iu5.org when you have an issue that is NOT an emergency. Slide 15 TheSLPCrEW is: A. a Web 2.0 collaborative resource for local SLPs B. A new Google group created by our Assistive Technology Program C. Accessible only by approval D. An iPod app E. A, B, & C Slide 16 TheSLPCrEW is: A. a Web 2.0 collaborative resource for local SLPs B. A new Google group created by our Assistive Technology Program C. Accessible only by approval E. A, B, & C Slide 17 The IU#5 2010 Speech & Language Caseload Guidelines are available : A. On ASHAs website B. In the back of Carons van C. On the Inside IU5 website under IU5 forms D. What guidelines??? Slide 18 The 2010 Speech & Language Caseload Guidelines can be downloaded onto your laptop from the inside IU#5 website under Forms. http://inside.iu5.org/sites/iuforms/ default.aspx http://inside.iu5.org/sites/iuforms/ default.aspx Slide 19 All absence from duty forms, CBEPs, course approvals, tuition reimbursements, timesheets, license fee reimbursements, school-age IEPs, requests to travel, requests for paid/personal leave, requisitions, and travel vouchers should be emailed to [email protected] for approval. [email protected] Slide 20 All forms should be emailed to [email protected] for approval, unless an original signature is required (i.e., ACCESS billing). [email protected] Checkmark options for read and delivery receipts are recommended. Slide 21 If you have multiple travel requests for the same travel location throughout the year, please include all dates to the same location in ONE document. (i.e., one travel request for regional trips) Slide 22 Before emailing any documents containing confidential information, you should: A. Request permission from parents B. Post it for petition signatures C. Add password protection D. Say a prayer E. All of the above Slide 23 Before emailing any documents containing confidential information, you should: C. Add password protection Slide 24 When removing a related service from an IEP a re-evaluation does not need to be completed: A. if the student is not identified under the disability category B. If the team agrees it is not necessary C. You must always complete a re-evaluation when exiting a student from a related service D. Both A & B Slide 25 When removing a related service from an IEP a re-evaluation does not need to be completed: A. if the student is not identified under the disability category B. If the team agrees it is not necessary D. Both A & B Slide 26 The SLP must identify each speech goal as a PA State standards-based goal with a specific identification number if: A. The SLP is removing the student from class for speech as a related service B. Speech is considered a program C. The goal is included in the IEP D. You do not need to include specific identification numbers E. A, B, & C Slide 27 An IEP goal is always recommended, but not required, for related services. The SLP should complete a PA State standards- based goal for a child receiving speech, if the student is being removed from classes for therapy. If speech is considered a program, standards-based goals must be included. All IEP goals must be PA State standards based and tagged with a specific PA State Standard identification number. (i.e., PA 1.1.3.C) Slide 28 Condition (clearly described) under which behavior is performed Students name Clearly defined, observable behavior Performance criteria Functional performance level Number of times behavior is performed at criterion level Evaluation schedule- frequency of assessment Slide 29 According to PDEs standards aligned system, the acronym WHERETO is used to address disgruntled parents. True OR False http://www.pdesas.org/ Slide 30 The acronym WHERETO is a recommended PA State teaching strategy. Additional teaching strategies, resources, interventions, and teacher tools can be found at: http://www.pdesas.org/ http://www.pdesas.org/ Additional teaching references can be found at: http://www.pattan.net/supportingstuden ts/TheTeachersDeskReference.aspx http://www.pattan.net/supportingstuden ts/TheTeachersDeskReference.aspx Slide 31 PA State recommended examples of SDI (specially designed instruction) instruction and/or assessment that an SLP might include on an IEP are: A. Preferential seating B. Small group instruction C. Teacher assistant will assist student with Vantage Lite, augmentative communication device D. A & B E. None of the above are recommended examples Slide 32 A.Preferential seating is too general B.Small group instruction should include clarifiers C.Brand names should never be used. Questions to ask : Can another adult read the information and reasonably know what to do with the student? Is it possible to measure the effectiveness of the SDI? Slide 33 You can access information on PDEs Standards Aligned Systems pertaining directly to SLPs at: A. PaTTAN http://www.pattan.net/Publications.aspx?C ontentLocation=/teachlead/SpeechandLan guageImpairment.aspx http://www.pattan.net/Publications.aspx?C ontentLocation=/teachlead/SpeechandLan guageImpairment.aspx B. Ideluca Chiropractic Center C. The Northern Galaxy D. None of the above Slide 34 You can access information on PDEs Standards Aligned Systems pertaining to SLPs at: A. PaTTAN http://www.pattan.net/Publicati ons.aspx?ContentLocation=/tea chlead/SpeechandLanguageI mpairment.aspx http://www.pattan.net/Publicati ons.aspx?ContentLocation=/tea chlead/SpeechandLanguageI mpairment.aspx Slide 35 ASHAs position statement on Access to Communication Services and Supports recommends using which of the following as eligibility criteria: I. Discrepancies between cognitive and communication functioning II. Diagnosis III. Absence of cognitive or other skills purported to be prerequisites IV. Failure to benefit from previous communication services and supports ANSWERS: A. II only B. II & III C. I, II, & III D. None of the above E. All of the above Slide 36 Eligibility policies and practices often preclude children and adults with severe disabilities from accessing needed communication services and supports. Communication services and supports may include instruction of individuals and their communication partners, assistive technology, and environmental modifications, and may be delivered through a variety of service delivery models. The expected outcome of such services and supports is to increase or to prevent decline in the individual's meaningful participation in daily activities. Categorical denial of communication services and supports without consideration of a person's unique communication needs may violate federal statute, and may also violate state law, regulation, and policy. http://www.asha.org/slp/schools/ Slide 37 It is the position of the National Joint Committee for the Communication Needs of Persons With Severe Disabilities that eligibility for communication services and supports should be based on individual communication needs. Communication services and supports should be evaluated, planned, and provided by an interdisciplinary team with expertise in communication and language form, content, and function, as well as in augmentative and alternative communication(AAC). Decisions regarding team composition, types, amounts, and duration of services provided, intervention setting, and service delivery models should be based on the individual's communication needs and preferences. http://www.asha.org/slp/schools/ Slide 38 Who must complete the technology proficiencies on Moodle: A. All IU employees B. All IU employees C. All IU employees D. All IU employees E. All IU employees Slide 39 All IU employees must complete the technology competencies at: http://www.Moodle.iu5.org http://www.Moodle.iu5.org BE AWARE OF DEADLINES! Aug. 30- Nov. 30: Webmail Sept. 30- Dec. 30: WebRes Oct. 30 Feb. 28: CompBas Dec. 30- Mar 30: MSWord Jan 30-Apr 30: VirtConf Slide 40 When should direct services begin? A. By the end of the 2 nd week of the beginning of new school year B. By the last week in Sept. C. By the middle of the first grading period D. The beginning of May E. We do not provide direct services Slide 41 Direct Speech & Language services should begin no later than the end of the 2 nd week of the beginning of the new school year. Slide 42 What day is your first workday in your District? Slide 43 District calendars vary. This year schools begin between August 24-Sept.1 Slide 44 http://www.education.state.pa.us/portal /server.pt/community/pennsylvania_dep artment_of_education/7237 http://www.education.state.pa.us/portal /server.pt/community/pennsylvania_dep artment_of_education/7237 http://www.portal.state.pa.us/portal/ser ver.pt/community/standards_aligned_sys tem/4228/about_sas/440536 http://www.portal.state.pa.us/portal/ser ver.pt/community/standards_aligned_sys tem/4228/about_sas/440536 http://www.asha.org/slp/schools/ http://www.iu5.org http://www.pattan.net/ Slide 45 How does our IU#5 Program compare? How do your program compare? Slide 46 Finish and sign your action plan? Respond about document retention? Turn in your professional schedule? Review your contact & caseload information? Make a Moodle Plan? Email a copy of SLP daily therapy schedules to [email protected] including: Day, Time, & Duties by Sept. 17, 2010 [email protected] Email/Outlook a copy of ATC schedules weekly to [email protected][email protected]