Speech/Language Services and the Common Core Standards in Mississippi Schools Office of Special...

Speech/Language Services and the Common Core Standards

inMississippi Schools

Office of Special Education

Gwen R. Buffington

Speech/Language and Common Core Standards

The Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical subjects are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school.

January 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 2

Speech/Language and the Common Core Standards

The work led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) builds on the foundation laid by states in their efforts of crafting high-quality educational standards.

The standards draw upon research as well as input from numerous sources including scholars, State Departments of Education, assessment developers, professional organizations, parents and educators from K-12 to name a few.



The Standards represent a synthesis of the best elements of standards-related work to date.

As specified by CCSSO and NGA, the Standards are:

1. Research- and evidence-based;

2. Aligned with college and work expectations;

3. Rigorous; and

4. Internationally benchmarked.



The Standards are an extension of a prior initiative led by CCSSO and NGA to develop College and Career Readiness (CCR) standards in reading, writing, speaking, listening and language as well as in mathematics. The Standards were first worked on in 2009. While some school districts in Mississippi have begun to use the standards as a part of their curriculum, the mandate begins with the 2013-2014 school year.



So the question you might be asking is how does this apply to speech/language?

Students who are proficient in these standards develop those skills (skill set) necessary to effectively communicate and have the foundation for any creative and purposeful expression in language.



Although the Standards are divided into Reading, Writing, Speaking and Listening and Language, strands for conceptual clarity, the processes for communication are closely connected as reflected throughout the Standards document. While SLPs do not focus on the reading and writing components, SLPs do focus on the speaking and listening components. Case in point, while a standard addresses the requirement that students be able to write what they read about, likewise the standard also sets the expectation that they are able to share their information (speaking).



There are certain strategies within the reading component which have a connection to speech/language abilities. SLPs should be able to consult with the general education teacher on additional strategies to facilitate word and sound recognition (phonemic awareness). Again, please note, the SLP is not the reading specialist but the listening and speaking component of language acquisition.



The SLP is the specially designed instruction (SDI) to assist the student in accessing and making progress in the general curriculum. They can provide strategies for teachers to use in the general classroom setting to support instruction and the goals and objectives listed on the student’s IEP.



It is strongly encouraged that the SLPs in your district have access to the Common Core Standards in order to ensure that the student’s IEP is aligned with the curriculum. Keep in mind that, while strategies can be used across all settings the student’s IEP is unique to him/her and implementing the IEP is individualized according to the needs of the student.



Let’s look at two subcategories of a standard:

Speaking and Listening: Flexible communication and collaboration:

This includes, but is not limited to, those skills necessary for formal presentations. This requires students to develop a range of broadly useful oral communication and interpersonal skills, to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear (comprehension) to help achieve communicative purposes and adapt speech to context and task.



Activity 1:

So let’s meet Nigel. He is six years old and in the general education classroom. As a part of the class assignment, every student was to bring in a book for show and tell. Nigel likes Spiderman. So then he brings in his book about Spiderman. When the teacher asks him to tell about the book, he starts talking about what “Batman” did. The teacher asks him specific questions about Spiderman. Does Nigel appear to have a problem with the competency? Is this a situation where the SLP needs to provide services or interventions?



Activity 2:

Again Nigel is 6 years old in the first grade. He exhibits no difficulty with written language, he understands and recognizes concepts and context. His issues are that he can not clearly communicate his understanding of a story. He has no comprehension issues, just communication issues. Based on this information, which competencies should he be able to perform and how would the SLP connect his communication issues to the Standards?


Speech/Language and the Common Core Standard

Language: Conventions, effective use and vocabulary

This includes the essential use of spoken English, approaching language as a matter of craft, while vocabulary focuses on understanding words and phrases, their relationships, nuances, acquisition of new vocabulary in particular general academic and domain specific words and phrases.



Activity 3:Ms. Jones writes: “ The horse ran through the field.” She then writes the following words:

1. Galloped

2. Swam

3. Sat

Her directions are to pick the word that is closely related to ran.

Nigel choses an incorrect answer. This seems to be a pattern with him. How can the SLP connect Nigel’s language goals with the Standard?



Activity 4:

Nigel should be using words and phrases acquired through conversations. What are some of the strategies that can be used to assist Nigel in reaching /mastering this competency as a speech/language therapist/pathologist?



Language Standard Grade 1:

1. Use singular and plural nouns with matching verbs in basic sentences. (e.g., I hop. We hop. She hops.)

2. Use verbs to convey a sense of past, present and future. (e.g., Yesterday I walked home. Today I walk home. Tomorrow I will walk home.)



Activity 5:

Using the information from the previous slide discuss at your table the following;

1. What would be a problem that the student would have that would/could require the services of the SLP? Would the problem be articulation and/or language?

2. How would you implement the student’s IEP based on the information and addressing the CCS?



Additional information on the Common Core Standards and the standards themselves may be found at: www.mde.k12.ms.us, under MDE Hot Topics- Common Core State Standards.


http://www.mde.k12.ms.us/

QUESTIONS AND ANSWERS

Contact Information

• Tanya Bradley, Bureau Director, Monitoring and Technical Assistance

• Desma McElveen, Ed. D., Division Director, Division of Technical Assistance

• Gwen R. Buffington, Education Program Coordinator, Division of Technical Assistance

Mississippi Department of Education

Office of Special Education

(601) 359-3498


Speech/Language Services and the Common Core Standards in Mississippi Schools Office of Special...

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