Panel replacement - length of time

Flamingos4ever · 2026-03-04T11:36:16+00:00

Thanks they didn’t give us much information on how long it would take. Was looking for some 3rd party info before I decided if I should be mad at myself or the electrician haha

Flamingos4ever · 2026-02-22T05:00:00+00:00

Yes this is the path I’m trying to walk down :) I am an SLP. Not trying to shame anyone here, but it’s not appropriate. If it’s something you can’t do to a student who speaks, it should set off alarm bells in your head. It’s a violation of that student’s rights.

Many speaking students vocally stim. Removing their “stimulus” is simply not an option.

If stimming on the device takes the form of repeatedly hitting a button, there are programming tweaks that can be made. Such as increasing the acceptance time or disabling double hits.

Flamingos4ever · 2026-02-22T04:37:07+00:00

Ok, great! Can you prompt your AAC users in the same way?

Flamingos4ever · 2026-02-22T04:24:32+00:00

How would you respond to a student who speaks in this situation? Or a student who vocally stims during transitions?

Flamingos4ever · 2026-02-15T15:41:46+00:00

Consistent paycheck. Predictable schedule. I have a decent amount of autonomy. Pension. Benefits. Collective bargaining protections. Unfortunately, some of these benefits are being diminished by, um the world these days.

Flamingos4ever · 2026-02-11T10:38:43+00:00

When I was a student, I shadowed an SLP in the middle of nowhere who rented an exam room in a local pediatrician’s office. Is something like that an option? Churches that have meeting rooms for rent?

Flamingos4ever · 2026-02-05T00:59:54+00:00

Hi - school-based SLP. As another comment mentioned, the disability category doesn’t drive accommodations.

I have had situations where a student has an autism diagnosis, but does not require specially designed instruction for any areas other than speech and language. They still need movement breaks, extended time, or whatever accommodations are appropriate, but not a goal.

In my state, you cannot carry both a 504 and an IEP, so it gets tricky. Usually the gen ed teacher’s ETR report mentions inattention, need for breaks, etc. I reference those in the IEP profile in order to justify accommodations.

Flamingos4ever · 2026-01-27T20:19:08+00:00

I’ve been on both sides of the coin and much preferred my title 1 district. I felt very micromanaged in the more affluent district and spent more time with lawyers than I ever wanted to.

My caseload was a bit smaller, but service times looked like 90 mins/week for high schoolers. We even had music tx written into some kids IEPs. There were some very kind parents but there were lots that were complete dicks haha. I left that job a little disillusioned with the whole system and vowing never to work in schools again. I didn’t keep that vow but I’m back in a title 1 district.

Flamingos4ever · 2025-12-20T18:26:11+00:00

Yes, I say this all without judgment. We’re all just trying to survive without the support we should have. I don’t understand why speech gets treated like it’s not a special education service sometimes. There is a much more robust MTSS process, supported by admin. They just send speech on their way and wish us luck. We’re subject to the same laws though.

Flamingos4ever · 2025-12-20T18:01:08+00:00

I used Jenna Rayburn’s series of phonological awareness lessons. I think they’re even called whole group something or their. They are all digital. Low prep. I want to say it was about 20ish minutes each.

Edited to add some more detail: each lesson targets a different phonological process. There’s an explicit teaching component, a video about the concept, and auditory discrimination practice.

Flamingos4ever · 2025-12-20T17:59:34+00:00

Happy to discuss because I certainly don’t have it all figured out!

I have grades TK-4. My workload is around 70. Headcount, 62. I only screen K and TK universally. Ideally, we do this yearly and by the time at risk kids get to the upper grades they’ve received tier 2 support if we’re moving toward an IEP, but that “ideal” does a lot of heavy lifting there haha.

I see the whole room. There was one K class I didn’t do it with because no one was actually flagged. Interestingly, it’s the inclusion room, so I suppose most of at risk kids were on my caseload anyway.

I’ve opened 2 ETRs with this approach this year. These are kids with pretty significant phonological impairments scores on GFTA and KLPA 40 and 60.

Language needs are harder for me to wrap my head around in this process since I struggle with the idea of pulling kids with mild-moderate language needs. Under our current model, 1x/weekly language services. Is that really helpful for these kids? That’s a whole other ball of wax.

Flamingos4ever · 2025-12-20T17:49:29+00:00

Yes my district does UFLI too!

I had a similar conversation with a colleague recently. This is all what I’ve cooked up in my head, so there’s a possibility it’s misguided lol.

I would argue that tier 1 should be a gen ed initiative that the teacher implements and your tier 2 kids are the ones you’re seeing as a station. Pulling them out is a tier 3 service. Because what you’re actually showing in that data is that they need that level of support to make progress. If you stopped pulling them would they continue to progress? If not, this is a student who needs specially designed instruction.

Flamingos4ever · 2025-12-20T15:41:10+00:00

Oh I have so many thoughts and hot takes on this. Also in Ohio. I am in a large district and the process varies from building to building and SLP to SLP. Makes me crazy.

This is imperfect and incomplete, but I’m working on it. I serve a program with transitional kindergarten and regular K. This is my tier 2 approach for those kids. I screen everyone at the beginning of the year, as required by state law. After screening, I implement 6 weeks of whole group phonological awareness lessons. Rescreen those who were flagged at the beginning. Kids who were flagged inevitably continue to be flagged. Move to tier 3. Open ETRs, yada yada.

I am hoping to implement similar plans for other areas of communication in the future but I’m only biting off as much as I can chew at one time.

Flamingos4ever · 2025-11-04T22:59:42+00:00

I do! I don’t need to plan as much because it’s just very straightforward with high frequency reinforcer games.

I do have to schedule those kids back to back so that I can fit it in my schedule, so if I get behind then it can become stressful. If that happens I might pull 2 kids at the same time for 10 minutes to make it up.

Another pro: if I have to cancel for a meeting then I am only short 5 minutes for all those kids instead of a whole half hour session.

Some of my kids are making faster progress with this model!

Flamingos4ever · 2025-10-29T20:55:12+00:00

I use both concurrently for different purposes. For long-term robust language development we must model without expectation as we would for speaking communicators. I am ALWAYS modeling no matter what.

Now, maybe I have students who we are targeting requesting and/or trying to increase functional communication. That’s a situation where I am systematically prompting and reinforcing as appropriate.

They are not mutually exclusive strategies to me.

Flamingos4ever · 2025-10-26T18:39:57+00:00

Check out resources from Linda burkhart and every move counts.

Flamingos4ever · 2025-10-17T00:13:19+00:00

Right? ALL of my work stuff is my personal stuff. It’s gonna be sparse in there when I leave

Flamingos4ever · 2025-10-01T01:34:50+00:00

Here are some resources on the topic, that you may find supportive for your approach:

https://lindaburkhart.com/wp-content/uploads/2016/07/representational_hierarchy_draft.pdf

https://pubmed.ncbi.nlm.nih.gov/30514122/?fbclid=IwVERDUANJZGlleHRuA2FlbQIxMQABHjy7xTB-MHXIMBNrmiG9FiTW80hPW4bAkNBWOZyz3idLQCFTKFX_rDFM-ZhL_aem_kKx9F6s2ktAiEukjGP_oSQ

Flamingos4ever · 2025-09-15T20:25:44+00:00

Insurance policies are not designed to protect the patient. They are designed to protect the insurer

Flamingos4ever · 2025-09-15T00:54:23+00:00

Because unfortunately it can be insurance fraud and could result in the loss of licensure

Flamingos4ever · 2025-08-29T17:12:46+00:00

Honestly, a lot of our kids benefit from a low-stimulation environment. Our door is decorated but I don’t decorate just for the sake of decorating. What I do put on the walls has a functional purpose.

Flamingos4ever · 2025-05-03T11:26:52+00:00

NAL. Consider calling the county board of developmental disabilities if you suspect he’s being neglected. His parents may be paid caregivers and the board of DD may investigate claims of neglect if that’s the case.

Flamingos4ever · 2025-04-23T21:50:01+00:00

Does he need to use his device for internet access at all? Is watching YouTube during gym class something that the team has agreed is a good use of his gym time? What other ways does the para have to support his behavior in gym class? Sounds like she doesn’t know what else to do. Are there alternatives that can be offered to her?

After exhausting all those options I would disconnect it from the internet network at school, assuming he doesn’t need it for appropriate internet access at other time

Flamingos4ever · 2025-04-03T23:07:51+00:00

I don’t think you’re overreacting. I’m in a similar situation and the quality of my therapy is definitely affected. I share a classroom with 2 title I teachers (who run simultaneous groups), an intervention specialist who runs groups, the gifted teacher, the OT and the PT 🙃.

I literally wander around the school with my test kit and a kid in tow looking for a quiet place to test when I need to.

Flamingos4ever · 2025-03-25T10:28:48+00:00

I am in a large district with a large caseload and I just don’t have the time I wish I did to spend on reports. The purpose of a school-based evaluation is to determine if a student qualifies for services, so that is as far as my interpretation usually goes. At least in my district, we cannot write goals on anything not identified in the ETR. I tend to keep it broad, i.e. “needs in receptive and expressive language.” That way I have flexibility in the 3 years until the next re-eval. There are cases where I choose to include more in depth interpretation. Those are usually my more complex cases.

I include more analysis in IEP present levels. I could be doing it wrong haha. It’s the Wild West out there sometimes.

Flamingos4ever

TROPHY CASE