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  • Evolving Your School-Based Practice to Align with Best Practices

Evolving Your School-Based Practice to Align with Best Practices

  • 26 Jan 2022
  • 29 Jan 2022
  • 2 sessions
  • 26 Jan 2022, 6:30 PM 8:30 PM (EST)
  • 29 Jan 2022, 9:00 AM 11:00 AM (EST)
  • Webinar

Registration

  • Ticket includes both sessions. Sessions cannot be purchased separately. To receive CE credit, participants must complete both sessions of the program.
  • Ticket includes both sessions. Sessions cannot be purchased separately. To receive CE credit, participants must complete both sessions of the program. Ticket also includes 1 year of MSHA Membership. Following the program Non Member attendees will receive a code to join MSHA at no charge.

Register



Evolving Your School-Based Practice to Align with Best Practices

January 26, 2022 | 6:30 PM - 8:30 PM ET
  January 29, 2022 | 9:00 AM - 11:00 AM ET

Webinar
Members:
 $40

Non-Members: $80 

This 2 part live webinar (Wednesday, January 26, 2022, from 6:30 - 8:30 p.m., and Saturday, January 29, 2022, from 9:00 - 11:00 a.m.) will review current laws and best practices in the schools. Participants will self-assess current practices and reflect on where they would like to be. SLPs will then identify barriers standing in their way of fully adopting best practices and discuss next steps to move their practice forward. Presenters will use an interactive, problem-solving approach to help each participant create their own personalized action plan.

Time Ordered Agenda


January 26, 2022 (6:30p.m - 8:30p.m.)

6:30 p.m. - 7:45 p.m.


Presenters will Review Best Practices in the Schools, including

6:30 - 6:40 Federal and State Special Education and Related Laws/Regulations

6:40 - 6:50 ASHA Guidance for School-Based Practice

6:50 - 7:00 Current Evidence informing Best Practices

7:00 - 7:10 Evaluation Process focused on School Access, Participation, and Progress in the Educational Context

7:10 - 7:20 Providing Services in the LRE, IEP Service Delivery Grid / Thinking out of the 2x30/week box, Strategies for providing services in the classroom and other school contexts

7:20 - 7:30 Collaborative Practice – Working collaboratively with the team to determine eligibility, goals, and services and to ensure carryover of strategies and skills in the classroom and other contexts

7:30 - 7:45 Moving from Caseload to Workload / Workload Analysis / Dynamic Scheduling


7:45 p.m. - 8:15 p.m. 

Participants will complete a self-assessment.


8:15 p.m. - 8:20 p.m. 

Participants will complete an anonymous survey regarding barriers they identified on their self-assessment. 


8:20 p.m. - 8:30p.m. 

Question and Answer Period


January 29, 2022 (9:00a.m. - 11:00a.m.)

9:00 a.m. - 10:00 a.m.

Presenters will provide participants with case studies regarding barriers to best practice and a framework to identify solutions and action steps.

In groups, participants will review case studies to identify barriers, possible solutions, and action steps.


10:00 a.m. - 10:30 a.m.

Participants will work individually or in small groups to identify barriers to best practice in their school-based role and possible solutions.

Participants will create an action plan to move their practice toward best practices.


10:30 a.m. - 11:00 a.m.

Presenters will facilitate larger group discussion(s) to share ideas, ask/answer questions, and facilitate the completion of participants’ individual action plans.


Learning Objectives:

Upon completion of this course, participants will be able to:

  1. Summarize current laws and best practices in the schools.
  2. Compare and contrast their current practices and where they want to be.
  3. Identify barriers standing in their way and possible solutions to overcome these challenges.
  4. Develop and personalized action plan to improve the alignment of their school-based practice with best practice.

      About the Speakers

      Jan Hollenbeck

      JAN HOLLENBECK, OTD, OTR, FAOTA, is a Special Education Administrator responsible for related services, secondary transition services, assistive technology, and Section 504 for the Medford Public School District in Massachusetts. She received her BS and Doctoral degrees in occupational therapy from Tufts University - Boston School of Occupational Therapy and her MS degree from Boston University with a specialty in pediatrics. She is co-owner of PASS - The Partnership for Advancement of School Service-Providers, LLC, providing professional development, consultation, and staff training in areas that inform and empower related service providers teachers, families and others to support and facilitate the success of children in educational settings. Dr. Hollenbeck has presented extensively at state and national levels on the role of the related service provider in the public schools and through PASS, LLC is an approved provider of professional development for the Massachusetts Department of Elementary and Secondary Education. She has authored several chapters and articles on the role of OT in public schools and is currently co-editing a pediatric textbook for OTAs. She is the MAOT Liaison to the MA Department of Elementary and Secondary Education and the first author of the Guidelines for Provision of Occupational Therapy Services in Massachusetts Public Schools. Dr. Hollenbeck is currently Co-Facilitator of the AOTA State Leaders in School Practice CoP and served a 3-year term on the AOTA Early Intervention and Schools Special Interest Section Committee.

      Financial Disclosure:  Jan receives a salary from the Medford Public schools for being a special education administrator. She has ownership interests in PASS – the Partnership of Advancement of School Service-Providers LLC. She receives consultation fees. Jan is receiving a speaking fee for this presentation.

      Non-financial Disclosure:  Jan is a member of AOTA and volunteers as co-facilitator of the AOTA Leaders in Schools Practice Community of Practice. She also is a member of MAOT and serves in a volunteer position as liaison to the MA Department of Elementary and Secondary Education.


      SUZANNAH CAMPBELL M.S. CCC-SLP; C.A.G.S., earned her graduate degree in Communication Disorders from Northeastern University. She has spent the last twenty years working in the school setting, first as a speech-language pathologist and now as a special education administrator. In her current role, Suzannah is the Districtwide Coordinator of Speech-Language-Hearing Services for Medford Public Schools and Special Education Coordinator for McGlynn Elementary and McGlynn Middle Schools in Medford, Massachusetts. In addition, Ms. Campbell is a facilitator for the Speech@Emerson program at Emerson College, Boston.. In this role, Suzannah facilitates a graduate levels course, Clinical Methods II, School Age Language. Ms. Campbell is passionate about school-based practice, inclusive practices, and disability awareness. She also holds the position of secretary for MSHA.

      Financial Disclosure:  Suzannah receives a salary from the Medford Public schools as a special education administrator. She receives a salary as a facilitator for the Speech@Emerson Program at Emerson College. She is receiving a speaking fee for this presentation.

      Non-financial Disclosure: Suzannah is a member of ASHA. She is a member of MSHA and serves on the board as secretary. 


      Vision Statement

      The Massachusetts Speech-Language-Hearing Association will be recognized as an authority and resource in the fields of Audiology and Speech-Language Pathology by legislative bodies, related professional associations and consumers.

      Mailing Address

      Massachusetts Speech-Language Hearing Association
      465 Waverley Oaks Road, Suite 421, Waltham, MA 02452
      theoffice@mshahearsay.org

      © Massachusetts Speech-Language Hearing Association

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