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Educational Standards: Practical Applications for Student Success

presented by Perry Flynn, MEd, CCC-SLP and Lissa Power-deFur, PhD, CCC-SLP, ASHA-F

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Disclosure Statement:

Financial Lissa Power-deFur and Perry Flynn receive compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Nonfinancial Perry Flynn works at the North Carolina Department of Public Instruction and is a member of ASHA’s Board of Directors. Lissa Power-deFur has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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How do school-based SLPs tie their services to the state educational standards? This course will acquaint SLPs to educational standards and help them tie their services to what is educationally relevant for students. A variety of service delivery models will be discussed, and participants will be encouraged to collaborate with teachers to provide educationally relevant services in the least restrictive environment. Participants will use case studies to select relevant standards, goals, and service delivery options using math and English language arts educational standards.

Meet Your Instructors

Perry Flynn, MEd, CCC-SLP

Perry Flynn is Vice-President for Planning for the American Speech-Language-Hearing Association. He is the Consultant to the North Carolina Department of Public Instruction in the area of Speech-Language Pathology and a Professor in the Department of Communication Sciences and Disorders at the University of North Carolina at Greensboro. He has several publications in the ASHA…

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Lissa Power-deFur, PhD, CCC-SLP, ASHA-F

Lissa Power-deFur has spent over two decades focusing on school-based issues for speech-language pathologists. She served as a director in Special Education and Student Services and state speech-language-hearing consultant at the Virginia Department of Education (VDOE). While there, she provided technical assistance and training to speech-language pathologists, teachers, administrators and parents on special education policies…

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Chapters & Learning Objectives

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1. Overview of Educational Standards

Chapter one will familiarize participants with the standards of the Common Core and other state standards in a variety of subject areas including math and English language arts in order to identify speech-language skills contained within.

2. Extended Content Standards

This chapter will discuss dynamic learning maps for students on alternative learning standards and discuss the type of student who will participate in these standards. Some activities will be presented that tie to the previously mentioned standards.

3. Where Do We Fit In?

The job of the SLP is to examine the CCSS through the lens of the SLP by identifying the specific linguistic skill deficits that prevent students from accessing the standards independently. The presenters will talk through how this can be accomplished using a sample standard.

4. Planning SLP Goals and Interventions

SLPs examine the standards, write goals tied to those standards, then plan targeted interventions to help students meet the goals in environments that represent the least restrictive environments for each individual.

5. Applying Knowledge to Case Studies

Case studies will be introduced focusing on present level of performance. Participants will work independently, then the presenters will discuss what they would do with each student and why.

6. Applying Knowledge to Science, Social Studies, and Math Content

Additional case studies that fit grade level standards in science or social studies will be discussed, and participants will plan activities based off of narrative or expository text.

7. Activity

In the final chapter of this course, Perry Flynn and Lissa Power-deFur explore additional clinical scenarios.

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