Shira Koffman

• Evaluated patients with speech, language, social-pragmatic language, voice, and fluency disorders using standardized assessments and informal measures.
• Implemented individual, small group, and whole group therapy sessions by myself and in collaboration with other related disciplines.
• Enhanced speech and language development in children by designing engaging activities and exercises targeting various skill levels and communication modalities.
• Developed evidence-based treatment plans for students in general education, resource-based special education, instructional classroom, and PALS program.

• Produced and adapted materials for middle and high school students with severe-to-profound communication needs for online instruction, remote parent-led instruction,
and hybrid instruction for SPEED S.E.J.A District 802. (PAL Program)
• Coordinated and administrated project-based speech language pathology for five classroom for ESY at SPEED S.E.J.A District 802. (PAL Program and Early Learning Center)
• Adapted grade-level curricular material for students with limited language in academic settings for Bolingbrook High School (Multi-Needs and Cross-Categorical)
• Coached staff and students on AAC devices for use in self-contained program, other school environments, and community, including creating supplementary materials to optimize use for Bolingbrook High School (Multi-Needs and Cross-Categorical)
•Provided evaluation and goal-setting for students with a variety of skill levels and disabilities in coordination with teachers and transition specialists in preparation for transition from high
school into post-secondary life-skills programming at Bolingbrook High School. (Multi-Needs and Cross-Categorical)

• 2 years as SLP at Garfield Elementary school, enriching language access for high-needs low-language population in high-poverty district
• 1 year as SLP for a new low-incidence program, creating visuals to increase independence, training staff on SMile multi-sensory reading program (association method), creating core-word
curriculum and social language curriculum, and maintaining and programming mid-tech and high-tech communication devices.
• 1 year as SLP for a new Assistive Technology Team, creating process for technological requests, evaluations, assisting personnel and families with gathering data and with paperwork
for the state, working in collaboration with the Illinois Assistive Technology Program, training other SLPs on dynamic display devices, and following up with teams on new devices.