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Breaking Into the Classroom: Speech Service Delivery in the Schools
The document discusses the role of Speech-Language Pathologists (SLPs) in educational settings, emphasizing their contributions to language, literacy, and the curriculum for students with communication disorders or those struggling academically. It highlights the importance of collaboration between teachers and SLPs, outlines various service delivery models, and promotes strategies for vocabulary development and inclusion in classrooms. Additionally, it provides insights into interconnected language processes and the significance of tailored vocabulary instruction across different contexts.
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Breaking Into the Classroom: Speech Service Delivery in the Schools
- 1. Breaking Into theClassroom Service Delivery in the Schools
- 3. Pflugerville ISD 3:1 Model2010-2011 Round Rock ISD 3:1 Model 2011-2012 Austin ISD 3:1 Model 2013-2014 TEA: Texas Educational Agency
- 4. Jarrell ISD Intensive ServiceDelivery 2012- 2013 East Central ISD Intensive Service Delivery 2013- 2014 Pflugerville ISD Intensive Service Delivery 2014-2015
- 6. Do you needContinuing Education or want to listen to this course live? Click here to visit the online courses.
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- 11. Working Across All Levels Servinga Range of Disorders Ensuring Educational Relevance Providing Unique Contributions to Curriculum Highlighting Language/Literacy Providing Culturally Competent Services
- 12. Providing Unique Contributionsto Curriculum SLPs provide a distinct set of roles based on their focused expertise in language. They offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings.
- 13. Highlighting Language/Literacy Current researchsupports the interrelationships across the language processes of listening, speaking, reading, and writing. SLPs contribute significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings
- 14. Providing Unique Contributionsto Curriculum SLPs provide a distinct set of roles based on their focused expertise in language. They offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings.
- 15. Highlighting Language/Literacy Current researchsupports the interrelationships across the language processes of listening, speaking, reading, and writing. SLPs contribute significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings
- 16. Teachers are the ContentExperts SLPs are the Language Experts
- 17. Writing is our lastfrontier.
- 23. It’s hard tobe active in the classroom. So, I am an observer.
- 24. I go induring math to work with my student . I try not to disturb the other students sitting at the table.
- 25. I sit behindher and ask wh-questions.
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- 28. Word Knowledge isWorld Knowledge
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- 34. 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Language Working MemoryCognitive Control Reward Processing Memory Spatial Cognition Effect Sizes Noble et. Al 2005 Cognitive Functions & Low SES
- 35. Effect Size .00 orless: Negative Effect .00 -.20: Negligible, Unclear Effect .20 -.40: Small-moderate Effects .40 -.60: Very Strong Effects .60 - 2.00: Extreme Effects
- 36. By 3rd grade,children add about 3000 vocabulary words per year.
- 37. An average readingprogram teaches about 400 words per year.
- 38. “When the wordis not in the learner’s“When the word is not in the learner’s“When the word is not in the learner’s“When the word is not in the learner’s oral vocabulary, it will not beoral vocabulary, it will not beoral vocabulary, it will not beoral vocabulary, it will not be understood when it occurs in print.”understood when it occurs in print.”understood when it occurs in print.”understood when it occurs in print.” - National Reading Panel
- 39. Toddlers from middleand high income families speak MORE than parents from low SES environments when speaking to their own children. - Bracy, 2006
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- 41. All of thedocuments and charts in this presentation can be downloaded from our Free Resource Library. Click here to visit the Resource Library
- 43. Rich vocabulary Extended Discourse StimulatingEnvironments
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- 49. IDEA 2004 •Free andAppropriate Public Education IEP •Access to the General Curriculum SLP Services •Least Restrictive Environment
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- 55. 1. One Teaches- One Observes
- 56. 2. One Teaches– One Assists
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- 64. GOAL: 1 -English Language Arts and Reading By the end of 36 instructional weeks, when given a reading passage Monica will be expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (eg, generate a reading log or journal; participate in book talks) in 7 out of 10 opportunities. Objectives By the end of the fourth grading period, when given a reading passage Monica will be expected to summarize the main idea and supporting details in text in ways that maintain meaning in 7 out of 10 trials. **SLP Supported** By the end of the 1st grading period of next year, when given a reading passage Monica will be expected to sequence and summarize the plot's main events and explain their influence on future events in 7 out of 10 trials. **SLP Supported** By the end of the second grading period of next year, when given a reading passage Monica will be expected to distinguish between fiction and nonfiction in 7 out of 10 trials. By the end of the third grading period of the next year, when given a reading passage Monica will be expected to distinguish fact from opinion in a text and explain how to verify what is a fact in 7 out of 10 trials.
- 65. Presidential Meadows Elementary Manor IndependentSchool District
- 66. 752 Students 81.4% Free orReduced Meals ELL 37.4%
- 67. Top 25 2013 DistinctionDesignation2013 Distinction Designation2013 Distinction Designation2013 Distinction Designation Top 25% in Student ProgressTop 25% in Student ProgressTop 25% in Student ProgressTop 25% in Student Progress
- 69.
- 73. http://mindwingconcepts.com/braidy-the-story-braid TEKS: Texas Essential Knowledgeand Skills , their version of Core Curriculum
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- 80. It’s Raining Catsand Dogs
- 81. Type I Words:Basic Words (girl, happy, fast) Montgomery, 2007
- 82. Type II Words:High Frequency Words, Across Multiple Domains, Multiple Meanings (measure, sympathy, estimate) Montgomery, 2007
- 83. Type III Words:Low frequency, Subject Specific (Isotope, chasm, warp) Montgomery, 2007 PPCD: Preschool Program for Children with Disabilities
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- 86. This is adictionary. Respect it.
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- 90. SLP Definition The brainis GROWING and getting SMARTER.
- 91. Merriam-Webster’s Definition development of nerves, nervoustissue, or the nervous system
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- 93. Write Pronunciation onBack Class Comes Up with Definition!
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- 98. You reinforced what Iam doing in class!
- 99. I love havingyou come to my classroom to teach mini-lessons. It is great to see and use some of the same language strategies. I find that my students benefit greatly from the lessons you have provided. They picked up on the raps and the visuals you used. The strategies are helpful when working with my students who receive speech services
- 100. I just hadmy first inclusion, all group lesson that I taught and the teacher observed to a group of 1st graders. It was SO much fun and totally boosted my confidence in providing those kinds of services. My student got to be my "assistant" in the front of the room and she gave me a huge hug when I left. Warmed my heart. The teacher was so appreciative too.
- 101. I did it2 more times this week and it was GREAT! Two of my teachers were so impressed with the participation of their students (they were my "helpers" in reading the stories to their class). Usually they are very shy students who don't verbally participate very much, and the teachers were happy to see some scaffolding and visual strategies I used to increase expressive language. Inclusion is FUN! :)
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- 104. Region 13 EducationalService Center www.esc13.net/
- 105. Click to visitwww.bilinguistics.com
- 106. Difference or Disorder?Differenceor Disorder?Difference or Disorder?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 disorder.