Ask how the students on your caseload are doing in the classroom.Ask specific questions about what they’re doing in a certain subject (e.g., “What are you reading next week?”).Teachers can use collaborating with you as “evidence” when being evaluated. Ask teachers about their goals (and offer to support).If you’re willing to be a little more persistent, these strategies have worked for me: Teacher inevitably talk, and word will spread that you’re doing amazing things! This is a great option if you’re not as confident yet. You could start with less resistant teachers. You could approach this in a number of ways. How do you deal with resistant teachers? How do you begin to open the door for conversation that this is more relevant and will help their students with all areas? This has looked different in every school! I may check in with teachers before/after school, during their planning periods, before/during/after staff meetings, or during teacher collaboration time. How do you go about scheduling collaboration time with teachers? I work with the teacher to identify 1-2 activities to focus on for the month. I do quick check-ins as I see the teacher on campus, but I do make a point to touch base monthly. I don’t typically reach out to teachers every week. How do you go about starting to do Curriculum-Based Therapy?Ĭheck out the Teacher Communication Starter Kit!ĭo you reach out to the teachers each week to see what they are working on in order to incorporate it into your sessions? Tier 1 = High familiarity words, Tier 2 = Vocabulary, Tier 3 = Geography, Social Studies, Math, etc. VocabGrabber is a great tool that can help you identify vocabulary by tier! What is the best way to identify vocabulary by tiers? How do you recommend building/organizing the core materials for teletherapy? Should we have on-site facilitators print, laminate, etc., or is there a better alternative for using the materials digitally?

I use a therapy tote! Here’s a quick overview of how I put it together. We want to make sure that we’re considering parent and teacher input, language samples, classroom observation, curriculum-based assessments, etc.

We should not write goals based solely on performance on a standardized test. This is a lot easier when we have a comprehensive evaluation to pull from. The only difference is that we use materials from the classroom as the “vehicle” to practice those skills. I don’t! When we are implementing curriculum-based therapy, we are still addressing the same language underpinning. Want to give this a try? Sign up for a free trial here! Step 1: Know Your Goalsĭo you have specific language goals that work well with CBT?

Here’s a peek at how I streamline the entire process! You asked so many fabulous questions, and I wanted to take a minute to answer them here! 🙂 Haven’t heard of the SLP Summit? Sarah and Lisa from SLP Toolkit and I host a FREE online conference for SLPs, featuring practical tips and resources for SLPs to start the school year off on the right foot! I absolutely loved chatting with you about curriculum-based therapy at the SLP Summit this week! There’s nothing better than getting to hang out with thousands of you! I am so inspired by your passion and dedication to your students!

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