18th Annual CESA 5 SLP Institute

SLP Institute

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Registration Closed.
Last Date to Register: 2/16/2020 12:01 AM
Last Date to Cancel: 2/14/2020 12:01 AM
Agency: CESA 5
Agency Contact: Carolyn Meronek
Agency Assistant: Joel Schwochert 608-745-5477
Location: Glacier Canyon Conference Center at The Wilderness
45 Hillman Rd
Wisconsin Dells, WI 53965
Facility: Sandstone1
2/24/2020 08:15 AM - 03:30 PM Registration & Breakfast begin at 7:30
2/25/2020 08:15 AM - 03:30 PM Registration & Breakfast begin at 7:30

18th Annual CESA 5 Speech-Language Pathology Institute

PURPOSE: This 2-day Institute provides Speech-Language Pathologists (SLPs) with a wide variety of strategies to support a wide variety of communication needs. The keynote & breakout sessions cover current topics for SLP's. Our unique setup allows for direct interaction with a variety of vendors, including therapy and educational materials & assistive technology strategies. The Institute also provides an opportunity for SLPs to reconnect with the extended community of school-based SLP's. In addition to our distinguished keynote speakers, this conference features vendor exhibits, one ethics session and fabulous door prizes provided by our wonderful vendors.

2-Day Conference Cost: $300  (Early-bird Cost: $275 - Expires 12/31/2019

**Over 400 SLPs from 5 states & 183 school districts attended our conference last year!**

Pre-Conference: Sunday, February 23, 2020, 2 PM-4 PM

SLP Updates from DPI

Andrea Bertone, M.S., CCC-SLP

Education Consultant for Speech/Language and Related Services Special Education

Wisconsin Department of Public Instruction

2020 Keynote Presentations

Monday, February 24  

 Kelly Fonner

Morning = AAC Assessment - You can do this!

The AAC assessment process can seem complicated and quite a mystery. It is not as easy as buying an iPad and downloading the latest AAC app, but if you proceed in an organized manner, the process will fall into place. With the consideration of assistive technology being mandated for every student, many questions are generated about the proper way in how to conduct an assessment. Where does it take place? How long should it last? What does it look like? This half-day session will inform those questions and more for those who are new to the process, and/ or new to the field of AAC.

During this workshop, a variety of assessment tools will be shown as examples to highlight different portions of the AAC assessment process, including the Communication Matrix, Communication Participation Model, Social Networks, and others. We will give examples of formats for all types and levels of abilities. Case studies will be used to demonstrate the outcomes of AAC. An electronic resource guide will be provided so that participants have a reference for reviewing assessment tools presented and for more research into specific tools that they may want to add to their district resources.

Throughout this half-day, participants will develop a new or review their current AAC assessment process. Material to be presented will include:

  • developing a student based AAC assessment action plan for a new assessment or a reevaluation of AAC needs
  • efficient ways of gathering background information
  • compiling current skills assessment measures
  • conducting AAC specific assessments
  • generating possible solutions through the feature match process
  • collecting data during trials
  • coming to consensus, and following through with the order submission

Bring a wireless device (laptop, tablet) for use throughout the session. Prior to session attendance, it would be helpful if you signed in for a free registration to the Communication Matrix website. We will use this free tool in the assessment portion of the day.


Afternoon= Implementation Planning for the User of AAC

The “real world” of school communication does not always play out easily for the student using AAC. This half-day session will expand the use of the Participation Assessment Model as an implementation strategy to be used when working with Preschool through K-12 classroom teachers who have students with AAC systems. Strategies to be covered will include: 

  • selection of meaningful communication activities, 
  • prompting strategies that do not create dependency
  • data collection

We often meet challenges when introducing AAC systems and strategies from the clinical or “speech room” setting into the busy and sometimes chaotic environment of the classroom setting. Whether students are using lo-tech or hi-tech apps or dedicated systems there are strategies that can assist the teacher and related service staff in deciding where to start and how to move forward with their AAC using students throughout the school day.

This presentation has a basis in expanding upon the assessment strategy, Beukelman & Mirenda’s Participation Plan. After participants are introduced to the basics of this model and the adjustments made for implementation planning, they will be taken through an activity that has them consider the communication context of school-based situations. From that activity, several examples will be given of students using AAC systems in common school situations. Through these examples and further explanations of ways to boost communication, participants should be able to analyze the AAC language boards and systems that they have seen go unused in the classrooms that they serve. A goal of this section of the presentation is to have participants examine and expand the variety of communication situations that they have been providing to their students. Have they only been giving students vocabulary that is instructional or activity-based? How are they providing the vocabulary for conversation and other dyadic situations? Do their students have a means for saying novel messages? We will go through the 5 steps of the ECT: Environmental Communication Teaching model for those students who are symbolic and the First Things First model for students are presymbolic in their use of symbols.


Tuesday, February 25 

Scott Yaruss

Practical Treatment Strategies for Preschool Children Who Stutter

Numerous surveys have shown that speech-language pathologists are generally less comfortable treating stuttering than other disorders, even though most clinicians already possess many of the skills and much of the knowledge they need to be effective stuttering therapists. This two-day workshop is designed to help clinicians become more comfortable with their ability to appropriately diagnose and effectively treat both preschool and school-aged children who stutter, so they will feel more confident with their clinical skills and, ultimately provide better service to children who stutter. The workshop will begin with a brief overview of current understandings of the cause of stuttering, with special consideration of the reasons that many clinicians view stuttering as “too difficult.” Next, participants will discuss various options for diagnosing and evaluating stuttering, with guided practice in identifying important risk factors and behaviors that indicate the need for treatment and differentiate stuttering from normal dis-fluency. The majority of the time in this workshop will address specific treatment strategies for working with preschool and school-aged children who stutter, including analysis of the goals of treatment and guided practice with techniques for helping children improve their speech fluency and their communication attitudes. Particular attention will be paid to the critical transition between early stuttering and more advanced stuttering which often occurs for children who stutter in the early school-age years. Throughout the workshop, an emphasis will be placed on capitalizing on clinicians’ existing skills and abilities for working with other speech and language disorders and on recognizing clinicians’ strengths for helping children who stutter.

Educational Objectives: Following this presentation, participants will be able to (repeat for both preschool and school-age)

  1. Select and utilize 3 specific treatment approaches for increasing fluency, reducing stuttering, and improving communication attitudes in preschool and school-age children.
  2. Describe 3 techniques that help children express their concerns about stuttering 
  3. Implement 3 strategies for helping parents of children contribute to their children’s success in treatment. 


For complete details see our website:


  • 2 Day: $300  (Early-bird Pricing: $275 - Expires 12/31/2019)
  • 1 Day: $165 Monday OR Tuesday ONLY 
  • Pre-Conference: N/C however registration is required

STUDENTS: Special pricing for full-time students: ONLY $50 for both days. Register with your University email account. (Email and we will adjust your fee.)

ASHA CMHs: Certification Maintenance Hours: Both days = 11 CMHs. This conference is not part of the ASHA CE Registry, which means it will not show up automatically in your ASHA CE Registry report. It is the participant's responsibility to submit a copy of the provided certificate of attendance with the other necessary documentation when submitting the 3-year Certification Maintenance renewal paperwork. Please refer to for further clarification.

PAYMENT: If paying by check or PO, make it out to CESA 5 and please include a copy of your MyQuickReg confirmation email. Mail or fax to: CESA 5, ATTN: Joel Schwochert, 626 E Slifer St, Portage, WI 53901. Fax: 608.509.7035. Email


DIRECTIONS: Click here for a map and directions to Glacier Canyon Lodge.


  • Conference Coordinator: Carolyn Meronek, 608.617.0528
  • Registration/Payment Assistance: Joel Schwochert 608.745.5477 or email:

Please Note: If you have any dietary restrictions or need special accommodations, please let us know when you register. We will do our best working with the resort to accommodate medical issues - not food preferences.

DISCLAIMER: CESA 5 makes every effort to accommodate basic dietary needs such as vegetarian, gluten-free and basic food allergies. To better serve our guests with dietary restrictions or allergies, please go into your MyQuickReg account and update the special accommodations section. Notice of a special dietary need must be made in advance of the event. We will do our best working with the resort to accommodate medical issues - not food preferences.

CANCELLATION POLICY: Registered participants will receive a full refund if they cancel at least 10 working days before the conference.  Because of our commitments to the conference facility, presenters, vendors and participants, no refund of any kind, for any reason, will be given for cancellation requests received after February 10, 2020. CESA 5 cannot make exceptions to this policy. Registrations are transferable within your organization. Any lodging cancellations are the responsibility of the participant and not subject to any type of refund by CESA 5.  CESA 5 WILL NOT CANCEL THE CONFERENCE DUE TO INCLEMENT WEATHER. 

This policy replaces the cancellation policy stated below.


Teacher Standards
WES2The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
WES6The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
WES8The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
WES9The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
WES10The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
Administrator Standards
WAS3The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
WAS5The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
WAS7The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.
Pupil Services
WPS2The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
WPS3The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
WPS5The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.
WPS6The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
Special Education
Parent Involvementpercent of parents of children with IEPs reporting satisfaction with parent involvement
Secondary Transition GoalsPercent of youth aged 16 and older whose IEP includes coordinated, measureable annual goals and transition services
Timely and Accurate Datastate reported data are timely and accurate
Cancellation Policy: Registered participants will receive a full refund if they cancel before 10 working days before an event, minus any material costs that have already been incurred. Because of our commitment to the trainer and the food vendor, participants who cancel less than 10 working days or do not attend, will be billed the full fee. CESA 5 reserves the right to cancel any event. Registered participants will be notified via email if a cancellation occurs and will receive a full refund. Inclement weather policy: Every effort will be made to hold an event. CESA 5 will notify participants via email as soon as possible if an event has been canceled due to weather conditions.