How we test and score

Create a 30-minute small-group articulation activity for 3 second-grade students working on vocalic /r/ ("er" as in bird, her, teacher) at the word and phrase level. Include a target word list of 20 words sorted by position (initial, medial, final), a game that needs only paper and a die, data-collection instructions (trials and accuracy), and one home-practice idea for families. Use only real words that actually contain the target sound.

Write a list of 30 real, picturable words for a kindergarten-1st grade student working on initial /s/-blends: 10 with /st/, 10 with /sp/, 10 with /sn/ or /sm/ (5 each). Then write 6 short carrier sentences that use those words. Double-check that every word starts with the stated blend.

Write 4 measurable annual IEP goals for a 4th-grade student with an expressive language disorder (short, simple sentences; limited use of conjunctions; difficulty retelling stories). Each goal should state the condition, the observable behavior, the criterion (accuracy and number of sessions or probes), and how it will be measured. Leave blanks like [Student] and [date] instead of names. Add one short-term objective under each goal.

Create a fill-in-the-blank quarterly IEP progress report template a school SLP can reuse for any student on their caseload. Include blanks for goal text, baseline, current performance data, progress code (with a short legend such as Mastered / Sufficient progress / Insufficient progress / Not yet introduced), and narrative comments, plus 3 example narrative sentences written with placeholders like [Student]. Do not include any real or made-up student names.

Plan a 30-minute social communication group session for three 6th graders working on conversational turn-taking and staying on topic. Include a warm-up, a structured activity with visual supports described in words, 3 role-play scenarios appropriate for middle school, how the SLP will prompt and fade cues, and a simple data sheet layout. Use a neurodiversity-affirming tone (do not frame eye contact as required).

Write a one-week plan for modeling AAC core vocabulary with a 2nd-grade student who uses a robust symbol-based speech-generating device. Pick 5 core words for the week, explain what aided language modeling is, give 2 classroom routines per day where each word can be modeled, and include a short handout for the classroom teacher and paraprofessional (no device brand required). Do not require the student to show prerequisite skills before getting access.

Write a 30-minute therapy session plan for a 5th-grade student who stutters. Include goals that address both fluency-shaping or stuttering-modification techniques and communication attitudes, a description of one technique (such as easy onset or pull-outs) explained in student-friendly language, an activity that practices it, and a short guide for the classroom teacher on how to respond when the student stutters. Avoid telling the student to 'slow down' or 'take a breath' as advice from listeners.

Create a 10-item phonological awareness screening probe for a first grader that an SLP can read aloud: 3 rhyme items, 3 initial-sound isolation items, 2 syllable-counting items and 2 phoneme-blending items. Provide an answer key with the correct response for each item and a simple scoring line. Make sure every keyed answer is correct.

Write a one-page parent handout explaining typical ages of speech sound development for English (for example /p, b, m/ early, /s, r, th/ later) and when to ask the school SLP about concerns. Cite which research or organization the age ranges come from (for example, ASHA or a named study) and note that norms vary by source. Keep it at about a 6th-grade reading level.

Create a template for the summary and recommendations section of a school speech-language evaluation report. Include placeholder blanks for standardized test names, standard scores, percentile ranks, and confidence intervals, a sentence explaining that standard scores have a mean of 100 and standard deviation of 15, a short guide to interpreting scores (e.g., which ranges are average or below average), an eligibility statement with blanks, and recommendations. Use only placeholders like [Student] and [Test Name], no real names or invented scores.