SpeechLanguage Pathologists Collaborating in General Education: Practicing Seamless Education

1
Speech-Language Pathologists Collaborating in
General Education Practicing Seamless Education

• Charlette M. Green, Department of Education, GA
  cgreen_at_doe.k12.ga.usLydia Kopel, Fulton County
  Schools, GA kopel_at_charter.netPatrick Knopf,
  Muscogee County Schools, GA pknopf_at_mcsdga.netFra
  nkie Strickland, Georgia Learning Resource
  System, GA fstrickland_at_wayxcable.comDent Ward,
  Grady County Schools, GA d.ward_at_grady.k12.ga.us

2
Speech-Language Pathologists Collaborating in
General Education Practicing Seamless Education

• Funded by the Georgia Department of Education
  State Improvement Grant
• Developed and implemented by the Georgia
  School-Based Speech-Language Pathologist
  Leadership Team (GSSLPLT)

3
Training Mission

• To improve student achievement by increasing
  General Education Teachers and SLPs ability to
  identify/address communication needs of all
  students in the Least Restrictive Environment
  through effective use of collaboration.

4
Training Overview 2006 2007 Trainers

• Charlette M. Green
• Lydia Kopel
• Corine Alt
• Shari Collum
• Kim Funderburg
• Lisa Jones
• Patrick Knopf
• Linda Maples
• Anissa Mirtes

• Merrie Money
• Sheryl Roesser
• Laura Sartin
• Glenda Shuler
• Elissa Smith
• Frankie Strickland
• Nora Swenson
• Dent Ward
• Lisa Williams-Hall

5
Training OverviewTrainers Sites
6
Training Overview

• Two trainers per team
• Teams of SLPs and General Education Teachers
• (Target was Kindergarten)
• Four Days throughout school year
• Teams given several outside assignments

7
Training Participants

• Includes 8 administrators that participated in
  the training

8
Training Overview

• Focus for each training day
• Day 1 - Language Phonemic Awareness
• Day 2 - Differentiated instruction data
• Interpretation
• Day 3 - Building background knowledge
• Day 4 - Planning for next year

9
Training OverviewTopics Addressed

• Integration throughout day and across subjects
• Effective Strategies for Improving Language
  Skills
• Assessment
• Prevention

• Collaboration
• Differentiating for Language Needs
• Georgia Performance Standards Correlation
  Alignment

10
Student Data Collected

• DIBELS Benchmarks
• Initial Sound Fluency
• Phoneme Segmentation Fluency
• Letter Naming Fluency
• Language Checklist
• Listening Comprehension
• Oral Expression

• Ethnicity
• Preschool Experience
• Socioeconomic Status
• (free reduced lunch)
• Georgia Criterion Reference Curriculum Test
• (to be collected the following year of the
  intervention provided)

11
Participant Data Collected

• Self Evaluation
• Training Evaluation
• Pre/Post Participant Collaboration Questionnaire
  (scores currently being tabulated)

12
Student Ethnicity
13
Student Preschool Experience
14
Free ReducedLunch Eligibility
15
DIBELSAt Risk Students
16
Language ChecklistsStudents At Risk
17
Knowledge BaseSelf Evaluation(Based on a 7
point rating scale)
18
Training Evaluation(Based on a 5 point rating
scale)