Point of Service Documentation

As a speech-language pathologist, my day typically consists of 25-minute blocks. Each block is filled with 1-2 students coming to their "therapy" session. We work on their individual goals/objectives anywhere from once to three times per week, depending on their educational needs. On average, I see about 10-15 students per day. It is nearly impossible to recall what each student worked on, and how they did during that task, at the end of the day. Therefore, I need to use Point-of-Service (POS) documentation in order to maintain clear and accurate records of students' progress.
I first learned of POS while working in Geriatrics. In the nursing home setting, we were highly encouraged to conduct POS documentation in order to maintain accurate records for Medicare. However, I believe that POS documentation is practical and helpful in all areas of teaching and can be significantly helpful when writing progress reports.
POS documentationcan be a very difficult task, though. As we become engaged in conversation or in practicing a certain skill, it becomes more and more difficult to also focus on writing accurate documentation.
A personal goal for me this year is to be able to balance effective & efficient teaching with accurate and timely documentation.

A New Perspective...

This weekend, I really took advantage of the beautiful fall weather and sat near my sliding glass door as I read through and marked up some professional books. I was reading books about teaching writing workshop in the middle school, and as I was perusing Ruth Culham's book Traits of Writing, I came across a few points that gave me a new perspective of my students on this Monday morning. I thought I would share them with you in case you needed a new outlook as well...

Ruth Culham's Five Truths About Middle School Students (6-8)...

1. They have a hard time remembering things: students in middle school are at a unique developmental age that honestly makes it more difficult for them to remember things--especially things they deem to be unimportant such as homework. We must still expect the best our students can give, but we also have to realize who we are working with and do all we can to help them be successful despite how their bodies and brains are growing and changing.
2. They don't like to do ordinary, repetitve tasks: But then, who does? We need to be sure our planning is meaningful and active. We have been talking about active engagement strategies at the middle school that work to get all students participating in a lesson as well as thinking on higher levels. I needed to give myself permission for learning to be fun and active!
3. They must talk to learn: If students are sitting silently for an entire class period, it isn't likely that they are taking in much information. It is important for students to be able to talk through their ideas and learning with their peers and even with their teachers.
4. They adore technology: This is one that I struggled with because of the particular lack of access to technology right now due to MAP testing. The book also mentioned things like SMART boards and not having students use pencil and paper all the time to write drafts, which are technologies that I don't have access to. My take away from this is that I need to take advantage of opportunities for my class to use technology whenever I can. Using e-mail discussions with their peers was one idea for developing the trait of "ideas" with students. 
5. They aren't high school students: This was the biggest new truth for me. No matter their age, we need to be able to see students for who they are in that moment. I am not at all the same person I was when I was in middle school. That person is a former version of me who had her own unique set of problems, beliefs, thoughts, and passions. It is important for us to see our students for who they are and not who they are going to be and teach them as if their current self is the most important person in the world.

Standards Based IEPS

This week, I went to a 1 of 2 week training on Standards Based IEPs.

The reason I signed up for this training was because I had NO idea how to do this for my setting 3 students. Currently, Standards based IEPS are geared towards students who are taking the MCAs. Since I have the DCD Severe/Profound program, my students are exempted from the MCAs and take an alternative test called the MTAS. After learning that our district was required to write this, I was in panic mode, because how do you write a standards based IEP for students who are 1) WAY below grade level standards 2) do not participate in the MCAs and 3) want to continue to work on what the kid DOES need, such as functional skills.

Some of my questions were answered on Friday.
1) I learned that test strands of the MTAS are now listed on the DOE website. With these test strands, it shows what "standards" the students are tested on and SHOULD be worked on throughout the school year
**ok so I know what standards to teach in class, but is it beneficial to "teach to the test?!"

2) I was told that students who take the MTAS and either pass/exceed expectations for 2 years in the a row are exempted from the MCA and required to SWITCH to the MCA Modified. This is different from what I learned at staff development where I was told that students were to take the MCAs and fail it twice before taking the MCA modified.

3) I learned that we don't need to write "grade level" standards as the goals/objectives, but rather a goal that is in the same "strand". I was getting frustrated, because I thought if I had an 8/9th grade student, I HAD to write a standard at that level and basically set up my kids for failure. Instead, we would write a goal that was a "prerequisite" for that standard skill. For example, if a 8th grade standard was "reading paragraphs", I could write a goal that was "identifying sight words", because a student NEEDS to know how to do that before they can read paragraphs.

Hopefully this Friday, we can learn HOW to write these goals and apply it to our students.

Until next time....

<3

Augmentative & Alternative Communication

This year, I'm working with two students that communicate using an alternative device. There is also a third student that I believe may benefit from using an augmentative communication system.

Alternative communication devices are typically used for individuals that are non-verbal. One example is the Dynavox V-Max (http://www.dynavoxtech.com/).

Examples of augmentative communication systems may be the Picture Exchange Communication System (PECS) or an electronic device such as an iPad (using apps such as "iCommunicate").

Speech therapy with these individuals is very unique, especially when you add in factors such as cognitive disability, visual impairment, and/or behavioral obstacles. However, it is a very rewarding experience to see these students learn the power of a successful communicative exchange!

Communication can open up a whole new world for these students. They begin to learn that they can have their most basic wants & needs met, without others having to anticipate those wants & needs. Hopefully, as successful communication increases, negative behaviors decrease.

This will be a challenging, but fun year of helping students learn to use their AAC systems successfully!

Did you get an email?

Goodness gracious!

After attempting to assist a fellow blogger in posting a new comment, I realized that I invited you all to FOLLOW the blog, not be contributing authors. Which is WHY so many of you couldn’t figure out how the post a new comment!!!!! It’s me, not you.

So hopefully in your email inboxes you received an invitation to be an “author” on the blog if you so choose.

Let me know if you have any additional questions and if you didn't receive an invite - email me at my school address!

New explorations

So this year, in my new role - I'm learning many things. It's given me the opportunity to further explore issues such as formative assessment, standards-based grading and homework. I'm attending a conference in October for how to use the socratic method and integrating higher order thinking skills into the classroom. I LOVE learning. As I find interesting and relevant information, articles, or websites that might be of use to some of you - I'll be sure to post them. Currently, I'm between a handful of books but should I come across a site that focuses on practical applications of concepts into the classroom - I'll pass them along! Sharing is caring, folks!