ON THE LOOKOUT FOR SPEECH AND
LANGUAGE ISSUES
Division of Exceptional Student Education
Miami-Dade County Public Schools
Ms. Liliana Salazar, District Director
THE PURPOSE OF THIS PRESENTATION
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To familiarize educators on the possible signs
and common indicators of risk of speech and
language delays or issues requiring
intervention
To review guidelines for the timely evaluation of
speech and/or language and the provision of
speech and language therapy services
FUNCTIONAL INDICATORS (1)

Speech
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Speech is difficult to understand (compared to
peers)
Student exhibits stuttering or hesitates in
conversation
The student exhibits voice concerns such as
hoarseness or nasality
The student has unusual intonation patterns
FUNCTIONAL INDICATORS (2)

Language

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The student does not appear to understand spoken
language
Has difficulty following directions (for age level)
Cannot identify or point to basic vocabulary (objects
or pictures) for age level
Does not understand simple who, what, where
questions (for age level)
FUNCTIONAL INDICATORS (3)

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Unable to verbally express wants/needs
Reluctance to speak or interact with others (not due
to shyness)
Has difficulty imitating sounds
Frequently misunderstands spoken words
Speaks only in single words or short phrases (2-3
words)
Appears to have a limited vocabulary (for age)
Has difficulty responding to questions
DEVELOPMENTAL/HISTORICAL INDICATORS
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History of late onset of speech
History of frequent ear infections
Hearing loss
Known disability (e.g., facial deformities, cleft
palate, cerebral palsy)
Family history of stuttering and/or language
problems
Referral/concerns by medical professional
STUDENT ASSESSMENT DATA
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Weak and slow developing phonological skills on the
FAIR (TDI)
Weak and poorly developing phonics (FAIR)
Very low vocabulary scores on the FAIR at beginning of
the school year (Kdg./1st grade) – not due to second
language acquisition
Little progress from AP1 to AP3 on vocabulary on FAIR
(Kdg./1st grade)
Weak and poorly developing listening comprehension
Poor reading comprehension not related to decreased
reading fluency
YOU HAVE A CONCERN, NOW WHAT?


Ask the school SLP to review the data and
observe student. The SLP will advise the team
of recommended next steps, if any, and may
assist the team with problem-solving strategies.
If a parent requests an evaluation and there is
a suspicion of a disability, the evaluation must
be completed within 60 days of parent consent.
YOU HAVE A CONCERN, NOW WHAT? (2)


If the SLP or team suspects a disability, they need
to initiate RtI procedures. For severe problems,
the evaluation should be initiated concurrently
with RtI. The evaluation must be completed within
60 days.
Tier 3 progress monitoring shows a lack of positive
response (differs significantly from peer group),
refer to SST. If an evaluation is determined to be
necessary, it must be completed within 60 days.
SERVICES ARE REQUIRED, NEXT?

Once the Staffing/IEP team meets and
determines that SLP services are educationally
relevant and required for access to FAPE,
Services need to initiate on the date indicated
on the IEP (with parent consent for placement).

Reminder: See the SST Manual for clarification
on procedures.

Presentation prepared by:
Lourdes Batista, M.A., CCC-SLP
Speech and Language Chairperson
Terry Vaccaro, Ph.D.
Executive Director, ESE
Ann Marie Sasseville, Ph.D.
Instructional Supervisor, ESE
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For further information:
Please contact your region SLP chairperson.