Georgia SchoolBased SLPs: Providing Language Intervention in the General Education Classroom Using t

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Georgia School-Based SLPs Providing Language
Intervention in the General Education Classroom
Using the Curriculum

• Charlette M. Green, Georgia Department of
  Education, GA
• cgreen_at_doe.k12.ga.us
• Lydia Kopel, Fulton County Schools, GA
• kopel_at_charter.net
• Sheryl Roesser, Dawson County Schools, GA
• sroesser_at_dawson.k12.ga.us

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Purpose

• Why SLPs need to go into the classroom
• Identify underlying language skills required to
  meet curriculum standards
• Identify prerequisite skills required for the
  curriculum
• Clearer understanding of the role of the SLP in
  the classroom

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Mission of Training

• 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
  (LRE) through effective use of collaboration.

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Trainers (SLPs and General Education Teachers)

• Anissa Mirtes
• Charlette Green
• Corine Alt
• Dent Ward
• Elissa Smith
• Frankie Strickland
• Glenda Shuler
• Kelly Horne
• Kim Funderburg
• Laura Sartin

• Linda Maples
• Lisa Jones
• Lisa Williams-Hall
• Lydia Kopel
• Merrie Money
• Nora Swenson
• Patrick Knopf
• Ramona Gaylor
• Shari Collum
• Sheryl Roesser

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No Child Left Behind

• Increase accountability for student academic
  achievement
• Closing the achievement gap
• How can the SLP support closing the achievement
  gap and prevent student from being labeled
  disabled?

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The SLP Role is Changing

• SLPs have specialized knowledge training that
  can assist the general classroom teacher in
  meeting the language needs of all students
• Traditional role service delivery model of the
  school-based SLP is changing
• SLPs must move away from the medical model to an

EDUCATIONAL MODEL
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All areas of learning build and depend on strong
language skills.
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The Benefits of PARTNERSHIP

• Speech-Language Pathologists (SLPs)

• Classroom Teachers

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Speaking, Listening, Reading Writing
Reading to Learn
Learning to Read
Speaking Listening to Learn
Listening to Learn
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..Good readers
Language
Reading

• Strong
• language skills..

Reading
Language
Language
Reading
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Language in the School Setting

• Involves
• Learning the classroom rules of the game
• Learning the social rules of the game
• Learning language required to interact during
  instructional exchanges
• Learning language required to acquire knowledge

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Emergence of the Problem

• Actual Differences in Quantity of Words Heard
• In a typical hour, the average child would hear
• Welfare 616 words
• Working Class 1,251 words
• Professional 2,153 words
• Actual Differences in Quality of Words Heard
• Professional 32 affirmations, 5
  prohibitions
• Working Class 12 affirmations, 7
  prohibitions
• Welfare 5 affirmations, 11 prohibitions

Hart Risley, 1995
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Cumulative Vocabulary Experience
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Assumptions

• All children, when they enter school, have the
  fundamental abilities necessary to
• Participate in the learning experiences that will
  be presented to them
• Participate in academic social conversations
• Use their communication abilities to engage in
  social interactions develop friendships

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Assumptions

• Reading/Language Arts Series Textbooks
• Assumes certain language skills are in place
• Lessons are compartmentalized and language skills
  are not generalized throughout the day

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AssumptionsSequence/Retell/Summarize

• Identify what happened first (beginning, first,
  initially, start)
• Identify what happened last (last, end, final,
  conclusion)
• Identify beginning, middle, and end
• Identify four events from the passage

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AssumptionsMeaningful Questions

• Why did you choose to share the _______ with our
  class?
• Who can add any ideas to what (name of presenter)
  has told us?
• Are the items that were shared today alike in any
  way? How?

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Two or three or four heads are better than
one!
Assumptions

• Figurative Language Use in the Classroom Always
  explain them!

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Integrating the Curriculum and the IEP
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Determining Target Skills Objectives
Curriculum
Language Skills
Prerequisite Skills
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DeterminingTarget Skills
Describe changes in size, weight, color, or
movement
Curriculum
Language Skills
Describe
Positions - Beside, above, below, in front
of, behind, inside, outside Size -
Longer, shorter, heavier, lighter Order -
First, beginning, second, middle, last
Prerequisite Skills
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Language Pyramid
Following Directions

• Identify the prerequisite concepts required to
  master the identified language skills

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Curriculum-Based IEP Objectives

• Curriculum Objective
• What language skills are necessary to succeed
  with the Kindergarten curriculum?

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• Curriculum Objective
• What language skills are necessary to succeed
  with the Kindergarten Curriculum?

• Language Skill(s)
• COMPARE/CONTRAST
• Describe
• Sequence (esp. in LA/Rdg)
• ID/Label (Vocabulary Background Knowledge)

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Curriculum-Based IEP Objectives

• Curriculum Objectives
• Lang Arts Retell familiar events stories to
  include beginning, middle, end
• Lang Arts Describe people, places, things,
  locations, actions
• Soc Stud Describe people, events, culture, maps
• Soc Stud Describe work people do
• Science Describe changes in size, weight, color,
  or movement

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Curriculum-Based IEP Objectives

• Look at curriculum
• Identify recurring skills required for a student
  to be successful
• Write objective(s) based on the needed underlying
  skills
• Use the curriculum to address areas of need

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Integrating Curriculum Speech-Language Therapy
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SLPs Role

• Everyone, including the SLP, is accountable for
  the academic success of all students (general
  education, at-risk, special education)
• Lessons in the speech therapy room should no
  longer be isolated from what occurs in the
  classroom
• Deficits must be addressed through use of the
  curriculum

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Language development time is all the time!

• Computer
• Music
• Art
• PE

• Language Arts
• Math
• Social Studies
• Science

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Collaboration is the KeySupporting the Curriculum

• Improved generalization
• Learning occurs in the natural setting
• Reaching at-risk students

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Essential Question

• What we want the students to know at the end of
  each lesson/unit

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Essential Questions
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KindergartenSocial Studies
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• Curriculum Objective
• The student will explain that a map is a drawing
  of a place and a globe is a model of the Earth.
• Differentiate land water features on
• simple maps globes
• b. Explain that maps/globes show view from above
• c. Explain that maps/globes show features in a
  smaller size

Curriculum Kindergarten Social Studies
Language Skills
Same/different, small/large, above/below, shapes
The student will comprehend/express curriculum
concepts (such as same/different, size, position)
through class work and participation.
IEP Objective
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Curriculum Kindergarten Science
Students will sort living organisms and
non-living materials into groups by observable
physical attributes.
Group/sort, same/different, colors, shapes, size,
living /non-living
Language Skills
The student will correctly produce the sh, ch, j
sounds in spontaneous speech throughout the
school day.
IEP Objective
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• Curriculum Objective
• The student demonstrates concepts of print.
• Tracks text from left to right/ top to bottom
• Distinguishes among written letters, words,
  sentences
• Begins to understand that punctuation/capitalizati
  on are used in all written sentences

Curriculum Kindergarten Language Arts
Language Skills
Left/right, top/bottom, middle, beginning, end
The student will comprehend/express spatial
relationships (such as left/right, top/bottom,
middle, beginning, end) through class work and
participation.
IEP Objective
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Which Road WillYou Take?

• You can decide where you
• fit into No Child Left Behind
• OR
• It can be decided for you!

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Language is a pervasive part of each life, and
SLPs can serve as the glue that unites the child
with his or her environment. Judy
Montgomery

• SLPs can be an invaluable resource to the school
  team and student achievement.

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Contacts

• Charlette M. Green
• Dept. of Education, GA
• cgreen_at_doe.k12.ga.us
• Lydia Kopel
• Fulton County Schools, GA
• kopel_at_charter.net

• Sheryl Roesser
• Dawson County Schools, GA
• sroesser_at_dawson.k12.ga.us
• Dent Ward
• Grady County Schools, GA
• d.ward_at_grady.k12.ga.us