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The 3:1 Model

The 3:1 Model



By now, you’ve probably heard of the 3:1 service delivery model or you may know someone who currently implements it. The 3:1 model for school SLPs calls for three weeks of direct services followed by one week of indirect services.  I’ve always wanted to try this model but had a hard time believing I could “sell it” to administrators even though I feel that my therapy and caseload management would be so much better! ASHA has a lot of great information on this model and the efficacy of it, of which I completely agree with! It’s hard to argue with evidence-based research. At my current placement, I am implementing a modified 3:1 model and it is working fabulously.  If you’re interested in trying it out, let me tell you how I do it!

My modified version of the 3:1 model consist of direct therapy Monday-Thursday and indirect services on Fridays. I cannot express how big of a blessing it is to have an entire day of the week to complete paperwork, conduct comprehensive evaluations, have make-up sessions (yes, make-up sessions), write reports, provide consultative services to general education students, meet with my special education team, schedule IEP meetings, and so much more. In fact, Friday’s are probably my busiest day. I do not stop working for a moment because I know I only have one day to complete my to-do list or else it has to wait until next week. This model also allows me to focus on therapy Monday-Thursday. I am not trying to test kids in between groups or completing classroom evaluations at a moments notice because I know I have FRIDAY. 

There are a few exceptions for this modified 3:1 model. I continue to see students with severe apraxia or phonological disorders that require a more consistent treatment. I also continue to see my RTI kiddos because of the consistency factor as well.


Have you tried a version of the 3:1 model that ASHA recommends for school-based SLPs? Let me know what you loved or didn’t love! If you're interested in reading more about this model, check out this link.
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Lacee Johnson
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Articulation Centers

Articulation Centers


I have to share with you something that I have found to be amazing this year. It is called Articulation Centers. I was hesitant at first to implement this new idea, as all new things are scary. But, if you’re anything like me, traditional articulation therapy can be a little monotonous for myself AND even the students at times. You know, the type where 3-4 students come in, we pick a game, each person says their sound at the word/phrase/sentence level then they take a turn at a game, THEN they have to wait for three other people to say their sound and take a turn. I was over it and it was the second week of school. :)

At my new placement, 70% of my caseload is working on articulation. That is A LOT. I needed a creative way to spice up articulation sessions and this is just the ticket. My gal pal, Shannon from Speechy Musings, is full of great ideas and I just happen to come across her Articulation Centers resource on Teachers Pay Teachers. I modified it a bit to fit my style and what works in my speech room but here is the gist...

Set Up:
Get a visual timer. Set it for 5-7 minutes at the beginning of each rotation.
Set clear expectations.
Explain each session in detail the first session.

Center 1 - Race to 100
This center is where the student will work with the SLP one-on-one and try to say their sound 100 times. My students LOVE getting to 100 and surprisingly, within 5 minutes, most of them do!

Center 2 - iPad
Articulation Station- This app is AMAZING and the kids really enjoy getting some iPad time in! I like this app because the students can grade themselves and it saves all the data from each session. It is really cool to see how they think they sound vs. how I think they sound. Don’t forget to set clear iPad expectations at this center.

Center 3- Sort the Cards
Students are responsible for knowing what sounds their working on in speech. This increases independence and self-monitoring outside the speech room. Students choose which seat to sit in and sort the articulation pictures.

Center 4- Exit Cards
I use tongue twisters or Nicole Allison’s Tier 2 Vocabulary cards at this station. The students read the sentence and that is their exit ticket out the door.

*Tips*
-I have all decks of all the phonemes at my desk and at center 3 so that I can quickly grab and go.
-My sessions are 20 minutes long. I set a timer for 5 minutes for centers 1,2, and 3 and Center 4 takes about 2-3 minutes before they’re out the door.
-If I have a group of 4, I group two students together that are working on the same sounds. That way, they can use the iPad together.

I totally can't take credit for articulation centers. I originally got the idea from Speech Musings on Teachers Pay Teachers. She has written a post on how she sets up her sessions, too. Check it out here!
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Lacee Johnson
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The First Week in Speech

The First Week in Speech



You’ve completed your schedule. You’ve met all the teachers. You’ve reviewed all the goals. You are ready to start seeing your students for the first week of speech. But, what do you do?? Do you play a game? Do you take baseline data? There are no right answers, but maybe a couple rapport-building activities will set you up for a successful year.

If your students are meeting you for the first time, this is a vital point in your relationship. They have memories of the previous SLP and the routines they had last year. So, you don’t want to make it seem like you won’t be working hard in speech, but you also want to establish yourself as a safe, fun, engaging teacher, too. These are a couple of strategies I use when I begin speech sessions for the year.

1) Meet them with a smile. It’s amazing how far a smile and good attitude can take you.
2) Give them a tour of your room. Where they will put their folders, the materials you will use, and the seats they will be at. I always like to make them feel as comfortable in my room as I do.
3) Use this FREE RESOURCE to play break the ice games and get to know your students.
4) Complete a speech book so that your students will know their goals and understand why and when they will be coming to speech.
5) Set expectations. You’ll want to let them know the expected behavior in speech and reward that behavior when you see it.

I hope this gives you a good amount of material to complete for the first week in speech. Let me know your ideas for the first week in the comments!
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Lacee Johnson
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10 Tips For Surviving Your First Year At A New School

10 Tips For Surviving Your First Year At A New School



How to survive your first year at a NEW school

1. Schedule a tour at the school prior to your start date to meet the administrative staff, secretaries, maintenance staff, and teachers if available. This is a great time to pick up your keys and introduce yourself to some important people. In my experience, the school secretaries and maintenance staff are some of the most helpful people on campus, especially when you’re the newbie!
2. Get a map of the school and learn the layout. You’ll want to know where the gymnasium, lunchroom, ELL class, computer lab, and library all are. Most likely, your kids will be in these places when you go to pick them up for speech.
3. If you are at multiple schools, get to know the procedures for signing in and signing out of your school. The principal is a great resource when it comes to questions like this. Some schools have a strict policy in case of fire alarms or emergencies, they will need to know to account for you or not.
4. Check out your therapy room and determine what furniture you need or don’t need. Do you have enough tables and chairs? Do you have a locked filed cabinet for your speech files?
5. Go through the speech materials left over (if any) and determine what you don’t need AND what you may want to order. Think about your caseload and find out if you have any sort of budget to spend on new materials. (Fingers crossed!)
6. Review your caseload and IEP system. Meet with the school psychologist to find out if you had any new transfers over the summer or any new students that need attention. The school psychologist can be a wonderful resource when it comes to the special education system. Usually, they are super helpful when it comes to paperwork and IEP meetings.
7. Set up email, phone, and voicemail with the IT department. Keep their number handy in case you have any technical issues. Find out which printer your computer prints to and test it out to make sure it works. You will be printing A LOT of paperwork!
8. Attend any back to school breakfasts, staff meetings, or school events and make yourself available to teachers and parents.
9. Bring coffee or treats at some point and invite everyone to come introduce themselves if they haven’t already. I keep a Kuerig in my room all year and it is the best relationship builder. I mean, what teacher doesn’t love coffee?
10. Don’t be afraid to ask questions!! Find a staff member that you click with and lean on them for advice and knowledge during this first year!

Good Luck!
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Lacee Johnson
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It's the SEVENTH of May!

It's the SEVENTH of May!


Do you know what that means?? On the 7th of every month during the school year, hundreds of SLPs on TpT select one item and discount it 50% off for the day! All you have to do is log on to teacherspayteachers.com and search #may17slpmusthave in the search box. Then, shop until you drop! I wanted to share with you what I have selected this month. It is perfect for summer practice and a great way to impress the families you work with.


This product is a resource that I give to parents, teachers, and other professionals right before school gets out for the summer. Included are ten, free – low cost activities that parents can do to elicit speech and language skills over the summer. Specific examples along with activities are provided to bring awareness and knowledge to parents that have kiddos with language disorders. Target audiences for this product would from PreK-5th grade.

Activities are all in black and white and there is no prepping needed except for stapling and handing them out!

Page 3- Zoo Activity
Page 4- Camping Trip
Page 5- Lemonade Stand
Page 6- Ice Cream in a Bag Activity
Page 7- Picnic
Page 8- Beach/Pool Day
Page 9- Take a Drive
Page 10- Gardening
Page 11- Sports
Page 12- Read

You can find this resource HERE!

Happy shopping!!
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Lacee Johnson
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What Keeps You Up At Night?

What Keeps You Up At Night?



Let’s face it. Our jobs are hard. Emotionally hard. Most of us work with students with low-socioeconomic status, broken families, and problems we have never experienced. Thinking about what our students do after they leave the safe walls of our school is troubling. Do they have a hot meal? Are they getting proper hygiene? What if they don’t even have a bed to sleep on? Ugh. These thoughts always cross my mind. This keeps me up at night.
Constantly thinking that I’m not good enough. I don’t have enough experience or expertise in a certain area. I didn’t take that stack of paperwork home so now I am overwhelmed and frazzled. My day is crazy busy, as I’m sure yours is too. This keeps me up at night.
Am I doing enough? Am I enough? Am I really trying my best? This keeps me up at night.

I am reminded by these bible verses that I Am Enough.

Psalm 138:8 The LORD will fulfill his purpose for me; your steadfast love, O LORD, endures forever. Do not forsake the work of your hands.

Philippians 4:6-7
6 Do not be anxious about anything, but in every situation, by prayer and petition, with thanksgiving, present your requests to God. 7 And the peace of God, which transcends all understanding, will guard your hearts and your minds in Christ Jesus.

Have a wonderful and peaceful week!!
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Lacee Johnson
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Parts of Speech Wall Decor

Parts of Speech Wall Decor


This is the perfect addition to any speech room! What is better than having cute, functional decor hanging in your speech room? Use this parts of speech wall to complete a bulletin board or fill up a blank space in your therapy room. Included is three different color options: Pink and blue, pink/teal stripes and teal, and rainbow! 

This wall is perfect for incorporating speech and language concepts into any activity. Have your students choose a verb, antonym, or adjective and use it in a sentence. Ask them to give you the past tense form of the verb or answer a WH question about a noun! The possibilities are endless!

You can grab it HERE!
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Lacee Johnson
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