Professional Development

Professional Development

Schedule a Speech Training

The Speech Pathology Group is happy to collaborate with local SELPAs and LEAs in the provision of professional development activities for staff. Trainings/in-services are presented by The Speech Pathology Group’s multidisciplinary, specialized teams or by nationally recognized speakers in the field of Special Education and Speech and Language Pathology. The following is a list of topics that are available for presentation at a district or SELPA specified location.  Recorded versions are also noted. Subject matter is relevant, timely, and school-based and new topics are frequently being added. The number of complimentary presentations is based on the number of full-time SPG staff contracted by the requesting district. We encourage you to take advantage of this supplemental service program.

 

Districts partnering with SPG, please refer to the table below to determine your district’s Tier Level. The number of complimentary presentations is based on the number of full-time SPG staff contracted by the district.

 

Please contact us at PD@speechpath.com if you are a district or SELPA that does not currently partner with SPG, or have additional questions about rates or scheduling an in-service.

 

Tier 1
(1-3 SPG Staff)
Tier 2
(4-9 SPG Staff)
Tier 3
(10+ SPG Staff)
SELPAs
Complimentary Presentations
(SPG Speakers* only)
1 presentation/year
(3 hours total)
Up to 2 presentations/year
(6 hours total)
Up to 3 presentations/year
(9 hours total)
Email koren@speechpath.com for more info
External Speakers SPG will be responsible for 25% of fee SPG will be responsible for 25% of fee SPG will be responsible for 50% of fee Email koren@speechpath.com for more info
SPG Speakers SPG will be responsible for 25% of fee SPG will be responsible for 50% of fee SPG will be responsible for 50% of fee Email koren@speechpath.com for more info

 

* If you are interested and qualify for the free trainings that are available, please select from the trainings that are presented by SPG speakers – they are noted with the yellow asterisks in the list below. SPG requires one-month prior notice for training requests presented by SPG speakers. Trainings must be confirmed two weeks in advance.

** If you are interested in an outside speaker, please note a minimum of a two-month notice is required in order to allow time for an outside speaker to make travel reservations, etc. Additional travel costs may also apply to the total speaking fee. Outside speakers are noted with the double red asterisks in the list below.

 

To view the available trainings in a category, click on one of the below listed categories.
Once the list expands, click on the training you would like to select.

 

AAC & Technology

  • A Step-By-Step Guide to AAC Assessments, Part I: Assessment Process Guidelines *
  • A Step-By-Step Guide to AAC Assessments, Part II: AAC Tools & Systems *
  • AAC In The Classroom: Empowering Support Staff *
  • At In The Classroom: Empowering Teacher’s Support Staff *
  • Balanced Literacy Instruction for Students who use AAC and have Complex Communication Needs *
  • Barriers in AAC for CLD Students *
  • Communication Partner Training & Techniques: Implementing AAC Effectively (or: You Can’t Do It Alone!) *
  • Culturally Responsive Intervention Practices In AAC * – new!
  • Effective AAC Implementation *
  • From Research To Practice In AAC: Developing Communication Through Engagement *
  • I Can Be Included! AT and AAC in the Inclusive Classroom * – new!
  • Keeping It Legal: AAC Services In The Educational Setting *
  • Reduce, Reuse, and Recycle: AAC Toolkit For Communication Partners On The Go! * – new!
  • The Power of the Communication Matrix *

Autism Spectrum Disorders

  • Autism Spectrum Disorders in the Schools: Evidence-Based Practices and Current Research *
  • Requesting with Picture Icons: An evidence-based practice approach to teaching requesting skills with the use of picture icons. *

Behavioral Interventions for the SLP

  • Disguising Work as Play Using ABA *
  • Using Effective Behavior Management *

Complex Communication Needs

  • Introduction to the Communication Matrix: Administration, Interpretation and Implementation *
  • The Power of Play in Early Child Development **

Cultural & Linguistic Diversity

  • Assessing African American Students: Avoiding Disproportionality and Bias *
  • CLD Considerations in the Schools: What New SLPs Need to Know *
  • Cultural & Linguistic Diversity (CLD) Considerations in Augmentative and Alternative Communication (AAC) *
  • Cultural and Linguistic Diversity Overview: Evaluation of African American & English Learner Students *
  • English Learners: Resources for therapy and the linguistically appropriate IEP *
  • Ethical Considerations for Working with CLD Populations * – new!
  • Evaluation and Eligibility Determination for English Learners: 3-hour version *
  • Evaluation and Eligibility Determination for English Learners: Expanded 6-hour version *
  • Intervention for ELLS with Language Impairment **
  • Nonbiased Assessment for ELLs with Potential Language Impairment **
  • Stages/Features of Bilingual Language Development * – new!
  • Therapy Strategies and Materials for a Diverse Caseload * – new!

Deaf, Hard of Hearing

  • Effective Assessment and Intervention Strategies for Cochlear Implanted or Aided Deaf/HOH Students *
  • Fun, Evidenced-Based Approaches For Articulation & Reading For Infants And Children With Hearing Loss **

IEP Compliance: Eligibility, Report Writing, & Assessment

  • Alternate and Dynamic Assessment: From Theory To Practice *
  • Pragmatics: The Art of Alternative & Dynamic Assessment *
  • Ready, Set, Go! The IEP Marathon * – new!
  • Report Writing and the Art of Scoring: a Comprehensive Review of CA Ed Code, Eligibility Criteria and Legally Defensible Reporting *

Long Distance Learning / Teletherapy

  • AAC @ Home: a Multidisciplinary Approach to Supporting Families Remotely * – new!
  • Teletherapy for Students with Limited Engagement * – new!

Middle School & High School

  • Academic Language Skills – Evidence-Based Practices for SLPs **
  • Fostering Independence and Promoting Self-Advocacy in Secondary Students * – new!
  • K-8 Narratives and Expository Text: Supporting Discourse for Secondary Students **
  • Seeding Success: SLPs in High School Therapy **

Multi-Tiered Support System

  • Beyond the Verbs “Look & Go” – Strategies to Teach Curriculum Verbs ** – new!
  • Got Grammar Goals? Explore Intervention Strategies from Root Words to Plurals ** – new!
  • Language Based Multi-Tiered System of Support (MTSS) Chain for SLPs in the School Setting *
  • Pre-School RTI *
  • Teaching Evidence Based Vocabulary Intervention Techniques from the Young Child Through Adolescents **
  • Vocabulary Intervention Toolbox: Applying Evidence-Based Methods to “Ready-To-Use” Activities **
  • We > Me: SLPs Play a Role in The Multi-tiered Support System Chain *

Pragmatics

  • Assumed Knowledge: Strengthening the Social Of Social Cognition **
  • Building Bridges – Finding Connections Between Video Gaming and Social Learning **
  • Getting Started – Creating Social Skills Groups for Students on the Spectrum *
  • “Hi” And “Bye” Are Easy – It’s The Middle Part That’s Tricky **
  • I’ve Got a Feeling – Raising Our Comfort Level in Working with Emotions **
  • Inference: the Power of the Double Think ** – new!
  • It’s Broader Than You Think – New Curriculum Standards and Social Thought: From Writing Goals to Engaging Intervention **
  • Keep Talking! Narrative Development for Language and Social Learning **
  • Play2Practice: Gaming for Social Learning ** – new!
  • School is Full of Feelings – What’s a SLP/SLPA/OT to Do? ** – new!
  • Social-Pragmatic Skills: A Team Approach to Intervention *
  • Turn It On: Using Media for Social Learning **
  • YouCue Bootcamp: 3 Pathways for Social Learning ** – new!

Special Day Class, General Education Class & Full Inclusion: Collaborative Partnerships

  • Collaborative Partnerships Across Disciplines: Working Together as SLPs and BCBAs *
  • Improving Students’ Performance by Modifying Teachers’ Instructional Communication **
  • Integrating Your Therapy Into the SDC Classroom: Effective Tools & Techniques (PRE-K through HS) *
  • Interprofessional Collaboration is Essential: 6 Steps for Success ** – new!
  • Let’s Play: Targeting Goals Through Play-Based Therapy * – new!
  • SLP and SLP-A Supervision & Collaboration: How to Make It Work * – new!
  • Tips for Forging Great Partnerships with Parents ** – new!
  • What Administrators Need to Know About SLPAs: Unraveling the Mystery * – new!
  • You Can Create the Model SDC Core Word Classroom! * – new!

Specialized Topics

  • Assessment and Intervention for At-Risk Children in Poverty **
  • Clinical Supervision – The Requirements and the Rest of the Story *
  • Every Student Succeeds Act (ESSA) and the New CA Dyslexia Bill: Implications for the SLP *
  • Exiting and Transition Services: the Nuts & Bolts *
  • Improving Intelligibility in Children with Speech Sound Disorders *
  • Literacy and the Role of the School-Based SLP *
  • Selective Mutism *
  • The Effects of Alcohol & Drugs on Executive Function & Language Development *

Voice and Fluency

  • Fluency For Ages 3-6: When To Start Therapy And What To Do! **
  • My Top 10 Stuttering Therapy Suggestions for Improved Effectiveness **
  • Preschool Fluency Therapy: When To Start Therapy and What To Do! **
  • School-age Fluency: Review of Current Research & Effective Evaluation & Therapy Procedures **
  • Stuttering Therapy: Materials, Ideas, and Generalization **
  • Suspected Childhood Apraxia of Speech (SCAS) **

 

The Speech Pathology Group is a state approved Professional Development Provider (PDP-12) for the Speech-Language Pathology and Audiology and Hearing Dispensers Board. Speech and Language Therapists holding a California License are required to obtain 24 hours of continuing professional development every two years in order to satisfy the Board’s license renewal requirements. Attendees will be able to receive Continuing Education Units (CEUs) towards maintenance of their California Speech-Language License if requested.