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Lehman upstate schools consortium slideshare - pathways to the ela common c...Christopher Lehman
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Increasingly rigorous adult ESL classes are a reality, and one area of focus is academic language. Do adult ESL teachers know how to integrate academic language at all levels of instruction? This session focuses on promising practices for teaching academic language from beginning through intermediate levels of adult ESL.
This presentation outlines a framework for motivating language teachers developed by Dörnyei and Kubanyiova (2014) which highlights the concept of vision as a powerful motivational force for change and development. Vision-based strategies in the form of specific activities that can be used by teachers and teacher educators will be featured.
Lehman upstate schools consortium slideshare - pathways to the ela common c...Christopher Lehman
Slides from Christopher Lehman's presentation at Upstate Schools Consortium at Furman University: "Pathways to the ELA Common Core". September 17, 2013. (Slideshare version edited for content)
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.
Conversation exchanges between students who are learning each other’s native language help students gain authentic skills in the target language, and provide invaluable linguistic and intercultural learning. This presentation examines best practices for establishing and growing a successful conversation exchange program at an academic institution.
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Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
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3. Scott Prath CCC-SLP is
employed by Bilinguistics,
Inc.
Disclosure:
Financial — Salaried by
Bilinguistics, Inc.
Nonfinancial — None
Additionally,
This presentation is
made with 10% real
fruit juice.
Disclosure Statement:
6. How this information came about:
We work in multiple districts and get to
see MANY different solutions for the
same problem.
I reached out to our blog community
and asked SLPs if they were struggling
with the referral process and if I could
call them.
7. Do you need Continuing Education or want
to listen to this course live?
Click here to visit
the online courses.
8. The
Referral
Process
“I shouldn’t
be doing
this but…”
Interactions
with
teachers
“I feel
awful…”
Data
Collection
“I can’t keep
track of the
students…”
Dismissals
“I have too
many kids
on my
caseload to
do…”
9.
10. The
Referral
Process
“I shouldn’t
be doing
this but…”
Interactions
with
teachers
“I feel
awful…”
Data
Collection
“I can’t keep
track of the
students…”
Dismissals
“I have too
many kids
on my
caseload to
do…”
11. All of the documents and charts in this
presentation can be downloaded from our Free
Resource Library.
Click here to visit the Resource Library
13. We need to remember why we are
here and what we are truly after.
14. Our Relationships Our Evaluations
• We are here to serve.
• We are here to help kids.
• We are here to have great
relationships with these people
on campus every day.
15. How are we currently trying to solve
these problems?
Response to Intervention
• Referral Team (RT)
• Student Success Team (SST)
• All Children will Learn
(ACWL)
• Impact Process
• Student Progress Monitoring
• Database Decision Making
• …
16. Are Teachers Referring the
Right Students?
Research on agreement between teachers and
SLPs
• Numerous studies have explored the rate of agreement
between teachers and SLPs about who should receive
speech services (Friberg, 2008).
Diehl & Sinnet (1959) – 60%
James & Cooper (1966) – 40%
Clauson & Kopatic (1975) – 18%
Davis and Harris (1992) – 81%
Cartwright-Gard, Harmon & Bryne (2002) – 58%
• On average, teachers- SLP agreement is 60%.
• Research indicates that 40% of students who should be
referred are not (Mosheim, 2009)
17. Teacher confidence
• Cartwright-Gard, Harmon & Bryne (2002)
surveyed teachers and found:
▫ 75% of teachers reported low confidence in
making referrals
▫ 80% of teachers indicated a desire for more
training to improve their referrals
• Many teachers report very low confidence when
making referrals for bilingual children
Are Teachers Referring
the Right Students?
18. Why referrals might be
daunting to teachers
• Multiple Causes
▫ There are 27 common speech outcomes
▫ There are 7 common language outcomes
• There are 12 steps across 3 tiers
• Referral Manuals can be 12-58 pages
• Teachers on average receive less than 2 hours of
training per year
19. Gather Student Information
1. Name
2. Date of Birth
3. Grade
4. Teacher
5. Vision and Hearing
6. Parent Concern and History
7. Teacher Concern
1. I can’t understand my student
2. My student doesn’t speak enough, is
confusing, or can’t understand me
21. Initial Data
• Hearing Concern
• Parent Concern
• Teacher Concern
• I can’t understand the
words that my student
uses.
• My student doesn’t speak
enough, is confusing, or
can’t understand me.
Part A - Everyone
Part B – Which best describes
your student
Click here to download this chart as a pdf.
23. Speech and Language Concerns
The Language Information
generates data about each area
of possible concern.
Teachers read it from top to
bottom
SLPs read it from left to right
24.
25. Example Letter - No Speech Concern
Hello,
Thank you for the
information that you
provided on the sounds
that your student
produces. As children
get older, they are
expected to produce
more and more
sounds…
Thank you for all that
you do!
26. Example Letter - No Speech Concern
Hello,
Thank you for the data
that you provided on this
student’s communication.
Some of the sounds that
you identified should be
produced by a child at
this age. We would like
to see if your student can
make the corrections of
the sounds….
29. Analyze Student Difficulties
1. I can’t understand my student.
2. 27 common outcomes (not including
multiple issues, 2nd language, or age).
30. “Articulation is not the problem, teachers
know when they can’t understand a
student or I can hear it. They need some
help knowing it the sound is ok for that
age. But language is the tough one. This
is where the students get stuck forever in
the referral process.”
31. Analyze Student Difficulties
1. My student doesn’t speak enough, is
confusing, or can’t understand me
2. 7 common outcomes across expressive
and receptive domains
32.
33.
34. Develop Strategies
1. What problem is a child having?
2. Example: Answering questions
Who wanted to
go to the ball?
What did
Cinderella
lose?
When did she
have to leave?
Where did the
prince live?
35. Evaluate Student Success
1. Example: Answering questions
2. How did he do?
Who wanted to
go to the ball?
What did
Cinderella
lose?
When did she
have to leave?
Where did the
prince live?
36. First Round of Data gets us in the
right general language area.
We know we have a language issue and we roughly know which
specific language areas are affected. This is good data!
37. Second Round of Data: We need to
use the classroom materials.
Articulation:
/r/ & /l/
38. Second Round of Data: We need to
use the classroom materials.
Language:
WH?
Who was
Clifford
playing with?
Where were
they?
41. “There is no way that I can keep up with
the students who are in the referral
process.”
“Teachers ask me what the status is a kid
they told me about and I don’t know what
to tell them.”
“I have a 60 +30 caseload, so 90 students. I
have my speech kids and then I see 30
other ones that are in the RTI process in
articulation groups.”
52. What is the outcome?
• Administration satisfaction
▫ Are the children getting served?
▫ Are the teachers supported?
• Teacher Satisfaction
▫ Are my concerns being addressed?
▫ Are the students’ needs being met?
• SLP satisfaction
▫ Is the amount of work less?
▫ Is the data and outcome better?
53. The
Referral
Process
“I shouldn’t
be doing
this but…”
Interactions
with
teachers
“I feel
awful…”
Data
Collection
“I can’t keep
track of the
students…”
Dismissals
“I have too
many kids
on my
caseload to
do…”
54. This next section is brought to
you courtesy of the:
That’s Nice But I Can’t Do It
Brigade
62. Determining (Continued) Eligibility
We don’t want
to test someone
who will
continue to
qualify.
If we do test
and they are
disqualified we
can move them
off the caseload.
63. How do we get as close to a
guaranteed dismissal as possible?
Language Speech
Narrative Sample Intelligibility and Sound
Production
Informal Assessment
66. Analyze the story
English Spanish
• Then he get like a bee
• And then like the bee poke at
his tongue
• And his father give her mother
coffee
• And the frog get in the basket
• Then the frog touch the
mother
• Then grab it because he love
her
• The frog like her
• And then he just look at the
girl and boy
• And the frog jump at the boat
• [Habia una vez] que el sapo
estaba en una jarra
• Y luego el perro estaba
viendolo en la jarra porque
• Quiere ver lo que está
haciendo
• Y no mas estaba sentado
• Y luego cuando se durmió el
niño y el perro,
• El sapo se fue
• Miraron que no estaba allí
• Luego el perro miró en la jarra
• Luego el perro se cayo y
quebró la jarra
67. Analyze the story
English Spanish
• Then he get like a bee
• And then like the bee poke at
his tongue
• And his father give her mother
coffee
• And the frog get in the basket
• Then the frog touch the
mother
• Then grab it because he love
her
• The frog like her
• And then he just look at the
girl and boy
• And the frog jump at the boat
• [Habia una vez] que el sapo
estaba en una jarra
• Y luego el perro estaba
viendolo en la jarra porque
• Quiere ver lo que está
haciendo
• Y no mas estaba sentado
• Y luego cuando se durmió el
niño y el perro,
• El sapo se fue
• Miraron que no estaba allí
• Luego el perro miró en la jarra
• Luego el perro se cayo y
quebró la jarra
71. Informal Speech Capture
Use a narrative and count Xs
If you have Speech AND
language goals this is the only
way to go.
Capture sound errors at the
sound, word, and phrase level
and compare to age.
77. Results
• 33% Reduction in caseload
• 252 30-minute sessions I don’t have to do this
spring OR 7560 minutes of services I won’t
provide
• I did have to hold extra meetings and conducted
5 more evaluations
• There are 11 new children in the referral process
to be tested this Spring (Spanish & English, not
all mine)
I have room for them on my caseload and
the time to test!
80. Difference or Disorder?
Understanding Speech and Language
Patterns in Culturally and
Linguistically Diverse Students
Rapidly identify speech-language
patterns related to second
language acquisition to
distinguish difference from disor
der.