Rolland J. Van Hattum Award for Contribution in the Schools Recipients

The Rolland J. Van Hattum Award for Contribution in the Schools recognizes an individual demonstrating exemplary commitment and contribution to service delivery in the schools. This award is supported by the Rolland J. Van Hattum Fund.

2020

Awarded $2,000; School system awarded $500

Maureen Staskowski

Maureen Staskowski
Consultant for Speech, Language, and Literacy
Macomb Intermediate School District
Clarkston, Michigan

Maureen Staskowski is recognized for her leadership in establishing a professional development system to implement evidence-based service delivery, directly affecting more than 200 speech-language pathologists, and providing a replicable model for other school systems. Her program combines adult learning, technology, and research collaborations to support school-based SLPs. The intervention and prevention projects help students with complex communication needs who use alternative and augmentative communication, preschool and school-age students who need assessment and intervention in articulation and phonology, and students with language/literacy disorders.

 

2019

Awarded $2,000; School system awarded $500

Lisa A. Keane

Lisa A. Keane
Speech-Language Pathologist
Broward County Schools
Coral Springs, Florida

Lisa A. Keane is recognized as an advocate for school-based speech-language pathologists, evidenced in her service to students with communication disorders and her support of professional peers. She has provided school-district literacy trainings, led efforts to enhance workforce conditions, promoted the value and improvement of speech-language pathology services, and launched grassroots advocacy efforts to increase service-delivery funding. As coordinator of ASHA's Coordinating Committee for Special Interest Group 16, School-Based Issues, she has extended the impact of her contributions to advance school-based speech-language services to the national level.

 

2018

Awarded $1,500; School system awarded $500

Elizabeth A. Fitzpatrick

Elizabeth A. Fitzpatrick
Speech Coach
New York City Department of Education, District 75
Brooklyn, New York

Elizabeth Fitzpatrick has provided exceptional professional staff development to hundreds of speech-language pathologists in schools within the New York City Department of Education. In District 75, she has delivered speech-language treatment to elementary and high school students with autism, cerebral palsy, learning disabilities, hearing impairments, and emotional disturbances. She helped to create the content for a new version of the Citywide Speech Services Communication Profile, a comprehensive document compiling assessment findings and baseline information to facilitate collaboration among personnel on student treatment plans. Her unique contributions provide models of best practice and enhance quality services for students.

 

2017

Awarded $1,500; school system awarded $500

Marilyn
Sandler

Marilyn Sandler
Speech-Language Pathologist
Chicago Public Schools
Chicago, Illinois

Marilyn Sandler is honored for leading the effort to build a multi-sensory environment room, called a Snoezelen Room, for students with special needs at Courtenay School. She is responsible for raising the funds, designing the space and selecting the equipment for the space that serves more than 100 students and the school's speech-language pathologists, occupational therapists and special education teachers. The room provides a supportive atmosphere where students with disabilities and limited communication can receive education and therapy services.

 

2016

Awarded $1,500; school system awarded $500

Kamela Rowland

Kamela Rowland
Speech-Language Pathologist
Little Rock School District

Kamela Rowland is honored for developing and implementing interventions to serve high school students with Autism Spectrum Disorders and Written Expression deficits. Specifically, she has applied her comparative analyses studies to develop a Peer Buddy Program to encourage her students to interact with their peers during class, lunch, or school-related activities. In addition to this and other programs, she incorporates a student-driven Social Stories method to address code-switching and executive functioning. Through application of written expression studies, and as documented in testing outcomes, she promotes a team teaching model among her colleagues to improve students' targeted skills.

View Rolland J. Van Hattum Award for Contribution in the Schools recipients before 2016 [PDF].