Rose bud check-in

Grants for teachers:

https://teach.com/what/teachers-change-lives/grants-for-teachers/

Here are some tips for new SLPs on writing effective SOAP notes:

https://docs.google.com/document/d/1_DgxU9p25zm2iO76Tmr1vMb5M-zcOTIdlw7KiuYvIpo/edit?usp=sharing

Effective communication is foundational for success in school and beyond. By addressing speech and language challenges, SLPs help students build confidence, improve literacy skills, and foster better relationships with peers.

School-Based Speech-Language Pathology Must Change (Increase Your Effectiveness - Tips for SLPs) :
https://bilinguistics.com/school-based-slp/

As of the latest data, there are approximately 90,000 students in California identified with Speech or Language Impairments (SLI) as their primary disability under an IEP.

Yes! A Speech-Language Pathologist (SLP) from another country can obtain a California SLP license, but they must meet specific requirements.
Here are the general steps involved:
1.Credential Evaluation: The candidate must have their foreign credentials evaluated by a recognized agency to determine if they are equivalent to U.S. standards.
2.Educational Requirements: The applicant must have completed a master’s degree in speech-language pathology or its equivalent, including coursework and clinical practice.
3.Pass the Praxis Exam: Candidates are required to pass the Praxis Examination in Speech-Language Pathology.
4.Apply for the License: After meeting the educational and examination requirements, the individual can apply for a California SLP license through the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board.
5.Background Check: A criminal background check is typically required.6.Additional Requirements: Some candidates may need to complete a period of supervised professional practice.

It’s advisable to check the California Speech-Language Pathology and Audiology Board's official website for the most current and detailed information on the licensing process.

In Spring 2022, the American Speech-Language-Hearing Association (ASHA)
conducted a survey of speech-language pathologists (SLPs) and educational
audiologists in school settings. The survey was designed to provide information
about school-based service delivery and to update and expand information gathered
during previous Schools Surveys.

Overall Findings:

♦ 90% of the SLPs employed full time or part time were clinical service providers.
♦ 78% of clinical service providers used a caseload approach to determine the number of students they served.
♦ Median (actual) caseload size was 48 students.
♦ The median manageable caseload size was 40.
♦ The median caseload sizes were highest in Indiana (72) and were lowest in New York (30).
♦ Median caseload sizes were smallest in the New England states (36) and largest in the East South Central states (55).
♦ At least 92% of SLPs served students with autism spectrum disorder; language disorders: semantics, morphology, syntax; and speech sound disorders.
♦ 55% of clinical service providers worked on MTSS/RTI activities during the current school year.
♦ Clinical service providers spent an average of 22 hours weekly in direct intervention.
♦ 12% of the clinical service providers had used the ASHA Workload Calculator.
♦ Most of the clinical service providers were required to make up for a missed session.

Respondents also reported that they spent a mean of
• 5.8 hours on documentation;
• 3.6 hours on diagnostic evaluations (e.g., observation, screening, scoring,
analysis);
• 1.9 hours on collaborative consultation;
• 1.0 hour on technological support (e.g., hearing aids/CIs, AAC);
• 0.8 hours on supervision; and
• 2.1 hours on other duties, as assigned

Top 8 SLP in school interview questions with answers

https://docs.google.com/document/d/1QalINLeTzD6lG7JW1M-C4RcEhR_uH2YsOiFWhX3P9C4/edit?usp=sharing

Speech-Language Pathology Services in the Schools: Guidelines for Best Practice - The development of communication skills is important for all students and can impact school success The school-based speech-language pathologist (SLP) plays an important role in education and may serve on both the special education and general education teams SLPs may serve students directly or work with educators and families to address communication and language needs This guidelines document is designed to assist school-based SLPs, administrators, teachers, and parents as they explore the role of the SLP in the school-based setting and work together to serve students in Virginia.

https://www.doe.virginia.gov/home/showpublisheddocument/36199