Breaking Into the ClassroomService Delivery in the Schools

Pflugerville ISD

3:1 Model 2010-2011

Round Rock ISD

3:1 Model 2011-2012

Austin ISD

3:1 Model 2013-2014

TEA: Texas Educational Agency

Jarrell ISD

Intensive Service Delivery 2012-2013

East Central ISD

Intensive Service Delivery 2013-2014

Pflugerville ISD

Intensive Service Delivery 2014-2015

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Working Across All Levels

Serving a Range of Disorders

Ensuring Educational Relevance

Providing Unique Contributions to

Curriculum

Highlighting Language/Literacy

Providing Culturally Competent

Services

Providing Unique Contributions to 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.

Highlighting Language/Literacy

Current research supports 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

Providing Unique Contributions to 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.

Highlighting Language/Literacy

Current research supports 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

Teachers are the

Content Experts

SLPs are the

Language Experts

Writing is our

last frontier.

It’s hard to be

active in the

classroom. So, I

am an observer.

I go in during math to

work with my student . I

try not to disturb the

other students sitting at

the table.

I sit behind her and

ask wh-questions.

Language is our

Superpower

Word Knowledge is World Knowledge

Language and Reading

ERIC

Jensen

TOUR 2014

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Language Working Memory Cognitive Control Reward Processing Memory Spatial Cognition

Effect Sizes

Noble et. Al 2005

Cognitive Functions & Low SES

Effect Size

.00 or less: Negative Effect

.00 -.20: Negligible, Unclear Effect

.20 -.40: Small-moderate Effects

.40 -.60: Very Strong Effects

.60 - 2.00: Extreme Effects

By 3rd grade, children add about

3000 vocabulary words per year.

An average reading program teaches

about 400 words per year.

“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 “When the word is not in the learner’s

oral vocabulary, it will not be oral vocabulary, it will not be oral vocabulary, it will not be oral 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

Toddlers from middle and high income families speak

MORE than parents from low SES environments when

speaking to their own children. - Bracy, 2006

20,000 5,000

All of the documents and charts in this presentation

can be downloaded from our Free Resource Library.

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Rich vocabulary

Extended Discourse

Stimulating Environments

It’s all

about

LANGUAGE,

y’all.

Align the Curriculum

IDEA 2004

•Free and Appropriate Public Education

IEP

•Access to the General Curriculum

SLP Services

•Least Restrictive Environment

Six Models for

Co-Teaching

1. One Teaches - One Observes

2. One Teaches –

One Assists

3. Parallel Teach

4. Station

Teaching

5.

Alternative

Teaching

Teacher

SLP

6. Team Teaching

Get Over It

Weekly

Lesson Plans

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.

Presidential Meadows

ElementaryManor Independent School District

752 Students

81.4%

Free or Reduced Meals

ELL

37.4%

Top 25

2013 Distinction Designation2013 Distinction Designation2013 Distinction Designation2013 Distinction DesignationTop 25% in Student ProgressTop 25% in Student ProgressTop 25% in Student ProgressTop 25% in Student Progress

Student Achievement

Student Progress

Closing Performance

Gaps

Performance Index Summary

http://mindwingconcepts.com/braidy-the-story-braid

TEKS: Texas Essential

Knowledge and Skills , their

version of Core Curriculum

Vocabulary Party!

Word PLAY

Word PLAY

It’s Raining Cats and Dogs

Type I Words: Basic Words (girl, happy, fast)

Montgomery, 2007

Type II Words: High Frequency Words, Across Multiple Domains, Multiple Meanings (measure, sympathy, estimate)

Montgomery, 2007

Type III Words: Low frequency, Subject Specific (Isotope, chasm, warp)

Montgomery, 2007

PPCD:

Preschool

Program for

Children with

Disabilities

Introduce Vocabulary

This is a dictionary.

Respect it.

Do NOT

use it.

Introduce the Word

Student Friendly

Definition

Illustrate with Examples

Check for Understanding

Neurogenesis

SLP Definition

The brain is GROWING

and getting SMARTER.

Merriam-Webster’s

Definition

development of nerves,

nervous tissue, or the

nervous system

Build Vocabulary.

Every. Single. Day.

Write Pronunciation on Back

Class Comes Up with Definition!

gigantic

jumbo

mammoth

great

You reinforced

what I am doing

in class!

I love having you 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

I just had my 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.

I did it 2 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! :)

Drill, Drill, Drill

Region 13 Educational Service Center

www.esc13.net/

Click to visit www.bilinguistics.com

Difference or Disorder? Difference or 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.