![]() Over the school year, the digital data collection inside of SLP Toolkit has been an ongoing piece of development and continues to improve with every quarter. ![]() As supervisors, we can see where the SLPA moves students following a change in services, which students are grouped together, times to observe various sessions, and open times to provide ongoing collaboration with the SLPA. Having all of the caseload schedules for all SLPAs in SLP Toolkit provides for easy access on the fly. Next, we began to use the scheduling feature. “How can I monitor changes in schedules and services?” It also helped them recognize how their needs unrelated to current goals could be supported through the activities and lessons being used for direct service. They began to think about the overall needs and how some of the student strengths could be used while working on their IEP goals. This not only provided me information about each student’s strengths and needs for IEP purposes but also helped them learn how to look at a student in a holistic nature. “Can I discuss this student’s strengths and needs in a meeting?”Īt the beginning of the school year, I had my SLPAs give the present level assessment tools to all students on their caseload during the first few sessions of therapy. ![]() I met with my colleagues and showed them the tools that would be available, and we jumped in with both feet! We believed this had to make our lives easier as supervisors of SLPAs and it did! Now I want to share my journey with you because it has been such a great experience and I can say I would NEVER supervise an SLPA without using SLP Toolkit again! After using SLP Toolkit myself last school year, I had a brilliant idea! I decided to pilot SLP Toolkit with 8 SLP/SLPA teams. This school year I decided I needed to do something different. As the supervising SLP who is responsible for making treatment decisions based on the data from my SLPA, I often find myself questioning “do I know enough about this student to share their progress”, “can I discuss their strengths and needs in a meeting” and “am I making the best treatment plan for this student that I don’t directly service”? A constant challenge is whether the data collected by the SLPA is useful to determine what I need to do with each client on my caseload when quarterly reports and IEPs come up. As all of us who supervise SLPAs know, this comes with ups and downs. ![]() I have been working with and supervising speech-language pathology assistants (SLPAs) for 15 years. ![]() Supervising SLPAs with Confidence, by Amy Hill, M.A. Read more about her her perspective on creating an effective SLP/SLPA team in this post, Supervising SLPAs with Confidence. In her current positions, she educates aspiring SLPAs in college as well as coaches and mentors SLP/SLPA teams currently working in the school setting. We are so excited to have Amy Hill as a guest author on our blog! Amy is the former President of the Arizona Speech Language Hearing Association and is currently the Executive Director of Clinical Support for Light Street Special Education Solutions in Arizona and a Program Director/Faculty Member at Estrella Mountain Communication College. ![]()
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