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Speech-Language Pathologists
&
Psychologists
Monday, November 12, 2012
TEC A-B-C, 8:30a.m.- 11:30 a.m.
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* Quick Review
* Progress monitoring tool
* Intervention
* Practical Application
* Myth Busters Quiz
* Best Practices & MTSS
* ICEL/RIOT
* Implementation plans
* Crucial Conversations
* Next PLC: Problem-solving
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* Data collection method
* Both assessed with language samples obtained by
retelling fictional narratives.
* Oral Expression also assessed with scripts and
personal narratives.
* Personal narratives: Endorsed as critical element of
elementary writing instruction.
* Why retell? Naturally allows you to obtain
representative samples of narrative skills.
* Obtain 3+, 2 minute language samples: Timing starts
when the student starts to talk
*
* Scoring:
* Select longest sample for analysis
* Quantitative measures: Total Words Spoken,
Communication Units (C-units)
* C-units: Both number of c-units and average words per c-unit
* Total Words Spoken use: Low verbal output, screening
and progress monitoring
* C-units: One complete thought, count grammatically
incorrect utterances
* Mazes: Series of words that are not necessary for the
c-unit (i.e., repetitions, “sentences” without subject
and verb)
*
* Norms:
* Personal Narrative: Examine structural pattern which
corresponds to an age level and number of points
* Script: Examine components which corresponds to
age/grade level
* Fictional Narratives: Examine story grammar which
corresponds to an age/grade level; Progress scoring with
point values assigned; Story comprehension for Preschool;
Total words spoken
* C-units: Mean length with corresponding age
* Mazes: Corresponding age/grade level based on %
* And more….
*
* Paragraph Shrinking
* Comprehension:
* Before: Pre-teach vocabulary, set objectives,
preview text and prime background knowledge,
chunk text
* During: Ask questions, ID main idea, Map text
structure elements, Visualizing, Model ongoing
comprehension monitoring
* After: Integration of comprehension instruction,
Planned review, Assess understanding (i.e., retell,
story maps, CLOZE summary activity, etc…)
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* Summarizing
* Explicitly teach comprehension strategies
* Power Write writing activity
* Students write for 60 seconds
* Write about what they learned from passage
* Vocabulary Instruction: 2 years ahead
* Teach vocabulary for language use that students
will be reading in 2 years
* Read Alouds
*
* I really felt I could apply these ideas & methods to my
current caseload & make a meaningful difference.
* The justification & explanation to give to parents,
teachers, or administrators about the connection
between oral language skills & academics.
* Excellent techniques for looking at evaluating language
skills in a curriculum-based model.
* Ideas for language interventions that are more relevant
to children’s lives/future.
*
* How to implement the narrative & expository retells into
the general ed. classroom.
* I feel that I have a more focused vision of what I need to do
to become a “member” of the school team.
* Practical strategies to use with students.
* Paragraph shrinking research.
* Specific ways to teach vocab & story structure & ways to
adapt books to check for comprehension.
* How to tie individual goals into more functional meaningful
context.
* Using materials across grade levels.
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* I’m going to change what I assess & how I approach goal writing &
classroom push-in.
*
I was looking for a way to access the ELA curriculum & this seems to be
my best option.
* Helps me understand the language demands in the classroom and how
important our role is in helping students be successful.
* Incorporating oral language is important for literacy development in the
classroom.
* I’m wondering how retell is currently being utilized in my district by gen.
ed. staff.
* This could potentially streamline my time with students to determine if
they need further intervention.
*
* Reinforced my views of the importance of using curriculum materials
for assessment and intervention.
* It has given me the tools to begin new ways of approaching school
administration.
* I need to change the way I’m providing therapy.
* Gave me ideas for improving my instruction on retelling-identifying
starting points & progression.
* It will change the way I work with kids.
* We don’t have to change everything we are doing but just improve it.
* Increasing oral expression with the classroom is a critical piece for
helping kids’ comprehension & written expression.
* Made me think about how I can adapt materials to work on these
skills with my lower language students.
* It helped me clarify a plan for my next step to implement.
* Thinking about all my students & how I can make a difference
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* How might this apply to your practice?
* When would this tool be used?
* Could this be helpful as part of a special
education evaluation?
* What additional resources are needed to begin
using this tool?
* What obstacles are there to implementation?
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* Under what circumstances may it be
appropriate to determine eligibility as a
Specific Learning Disability in Oral Expression
or Listening Comprehension?
* MTSS
* SLD Guidelines
* Pattern of Strengths and Weaknesses
* ICEL/RIOT
*
*
* For students transitioning to middle school, it’s
best to change their eligibility from SLI to SLD
in Oral Expression and/or Listening
Comprehension so that they get the most
appropriate programming possible.
*
* Using the Patterns of Strengths and
Weaknesses, a student is eligible for services
under SLD in Oral Expression and/or Listening
Comprehension when weaknesses are
demonstrated using at least 4 different data
sources (i.e. standardized assessment,
classroom assessment, progress monitoring,
etc...).
*
* Using the problem-solving approach for SLD in
Oral Expression or Listening Comprehension
eligibility determination, we would need to
demonstrate a lack of growth despite the
implementation of multiple research-based
interventions.
*
* If a student has an FSIQ of 100 and scored a 69
on the CELF-4 in both expressive and receptive
language, then this would be sufficient
information to make them eligible for services
as SLI or SLD in Oral Expression and/or
Listening Comprehension.
*
* When a team is considering SLD in Oral
Expression or Listening Comprehension, only an
SLP can utilize the Oral Expression and
Listening Comprehension progress monitoring
tool to determine a strength, weakness, or
response to intervention.
*
* What is the role of the SLP and Psychologist?
* When might the Oral Expression and Listening
Comprehension progress monitoring tool be
used?
*
*
* With the introduction of Reading Street to my district this information
helps me know how to interface more effectively.
* Incorporate more literacy-based skills/strategies into my screenings,
assessment, goals, and intervention. Relate what I am already doing to
stories/text-based interventions.
* I plan on using this with my 1st & 3rd graders immediately as a probe
& text goal & session guide.
* Going to consider retell goals for caseload students coming up for IEPs.
* I can monitor the progress of my students much better!
* Research, talk with teachers on how they implement story retell in
their instruction.
* I work with birth to 4 yrs. I am going to begin adapting books I use so
nonverbal children can answer questions.
* I will be using the rubrics & pm tool to monitor if instructional
strategies are working.
*
* Use information as a resource when talking to teachers about
strategies to use with students.
* I plan to increase my push-in intervention and team more with
teachers.
* Use scripts in lesson plans.
* Start with my students and then go into the classroom.
* I really liked the ways to teach main idea & summarizing a
paragraph.
* Talk to principal about “power writing”.
* Getting into the classroom & really finding out which teacher uses
which reading system.
* I felt that today’s session meshed a lot of our previous MiBLsi/PLC
learning. It brought some of the PD’s down to the instructional level.
* Common graphic organizer.
*
* Fewer kids being eligible as SLI.
* Information can be shared with classroom teachers that will help
develop language skills (such as requiring complete sentences).
* Information can assist me in working with teachers to give them
concrete strategies to improve student’s oral & written language.
* To roll out at the Tier 1 level & blend into Reading Street.
* Providing information to teachers to help them understand the
benefits of story retelling.
* I can use this info to benefit my IEP kids as well as all students.
* The teachers could use this so we would all be on the same
“page” when we are talking about the students that need
intervention.
*
* Connecting language to school curriculum!
* Increase comprehension (listening & reading); increase
reading skills; increase grades, etc.; increase ability to
communicate & socialize.
* It gives me evidenced based DATA to support the suggestions
to enrich teacher instruction and has increased my
confidence to suggest changes.
* Presenter was helpful in helping me see things in a different
way & get new ideas.
* Gives me confidence & evidence that SLPs collaborating
with gen. ed. staff is a good thing.
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* Time to review, process, then try it with my students & one or
two teachers.
* Feeling competent in admin/scoring/goal setting for my caseload
kids based on story retells.
* Not getting overwhelmed and having unrealistic expectations
about implementation.
* Focus of intervention, school wide is currently phonics, fluency,
phonemic awareness.
* Scheduling.
* Systems support for another method of screening & intervening.
* Focus to change the way I’m currently working.
* May need to look at different service delivery options.
* Time and good relationship with classroom teachers.
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* Integrating it into existing curriculum.
* My confidence in myself to make this change.
* Taking it 1 step at a time.
* Analyzing what is needed at each grade level and in
different classes. Buy in for upper grade (3rd & 4th)
teachers.
* Creating a plan and implementing it. Changing my habits.
* Buy-in, administrative support.
* Don’t want to overwhelm teachers with too much new
information.
* Myself…making a change.
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* Implementation plans
*
Book by:
By Kerry Patterson, Joseph Grenny, Ron McMillan and Al Switzler
*
*First, opinions vary
*Second, the stakes are high
*Third, emotions run strong
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*Avoid them
*Face them and handle them poorly
*Face them and handle them well
*
*Emotions tend to rule
*Body physically reacts
*We are under pressure
*We are stumped
*We act in self defeating ways
*
*Kick Start Your Career
*Improve Your Organization
*Improve Your Relationships
*Revitalize Your Community
*Improve Your Personal Health
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* Look for when a conversation becomes crucial
* Look for silence (masking, avoiding, withdrawing)
and violence (controlling, labeling, attacking)
* Learn to look for your own Style Under Stress
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* Have I established Mutual Purpose?
* Have I maintained respect?
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* Separate facts from stories
* Watch for three clever stories
* Victim, Villain and Helpless
* Tell the rest of the story
* Am I pretending not to notice my role in the problem?
* Why would a reasonable, rational, and decent person do
this?
* What should I do right now to move toward what I really
want?
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* STATE:
* Share your facts
* Tell your story
* Ask for others’ paths (what)
* Talk tentatively
* Encourage testing (how)
* Am I really open to others’ views?
* Am I confidently expressing my own views?
*
* Explore with added AMPPs:
* Ask
* Mirror
* Paraphrase
* Prime
* Am I actively exploring others’ views?
*
* Document who does what by when and follow-up
* What is the plan from here?
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* Monday, December 17, 2012
* 8:30a.m.- 11:30a.m.
* TEC A-B-C
* Topic: Problem-Solving
Psychologists
Social Workers
Speech-Language Pathologists
Please sign-out: SB-CEU’s