Title: SERVICE DELIVERY TO ELL STUDENTS WITH LANGUAGE LEARNING DISABILITIES: PRACTICAL MATERIALS AND STRATEGIES
1SERVICE DELIVERY TO ELL STUDENTS WITH LANGUAGE
LEARNING DISABILITIES PRACTICAL MATERIALS AND
STRATEGIES
2At my school, we have a great deal of diversity
91 of our students are students of colour 9
are White. Many come from welfare homes. The
school has 900-1000 students.
I. INTRODUCTION
3In my district as a whole
- Children represent between 80-90 different
language groups - They come from all over the world.
- Sacramento, California and New York have the
largest numbers of immigrants from the former
USSR in the entire United States
4Thus, it is the overall goal of this section to
present ideas and strategies that are
- widely applicable to ELL students from a variety
of cultural and linguistic backgrounds - useable by monolingual English-speaking
clinicians as well as bilingual clinicians, and - easy, inexpensive, and fun to implement!
5As much as possible, the ideas presented will be
- Practical for use on Monday morning
- Useful for tying in with the general curriculum
of the school - Representative of evidence-based practice
6Evidence-based practice
- Requires an integration of best research evidence
for clinical procedures with sound judgment and
clinical expertise (Roseberry-McKibbin Hegde,
2006). - Means that as much as possible, we as clinicians
should use only those procedures that are
supported by research.
7We need to understand evidence-based practice
strategies to use with ELL students because
- According to the U.S. BOC 2000, during the 1990s
- The Hispanic population increased by 58
- The Asian population increased by 48
- The Native American, Pacific Islander, and Alaska
Native population increased by 35 - The African American population increased by 16
- In the last 20 years, the non-Hispanic White
population grew by 7.6 - Clearly, our diversity in the schools is
increasing greatly in the 21st century.
8The ideas presented in this course will be
applicable to a range of settings, including
9You are encouraged to
10II. LANGUAGE-LEARNING DISABILITIES IN ELL STUDENTS
11(No Transcript)
12There is increased focus on diverse students in
our schools
- English language learners now represent 9.6 of
all students enrolled in public pre-kindergarten
through grade 12 classes in the U.S. 67 of
these students are enrolled at the elementary
school level (Coltrane, 2003) - The No Child Left Behind Act (2001) has put
strong emphasis on achievement for low-income,
diverse, and English language learner students
13Silliman, Wilkinson, Brea-Spahn, (2004) stated
that
- The sharp increase in enrollment in American
public schools coexists with a crisis of
illiteracy in America, which is particularly
regrettable given the changed sociodemographic
characteristics of American classrooms. - A growing achievement gap exists among minority
and nonminority students, those from poorer
versus richer families, those whose native
language is English, in contrast to those whose
first language is not English, and those
identified for special services versus those in
regular education -
14No Child Left Behind
15Individuals with Disabilities Education Act (IDEA
2004)
16There is a special focus
17The law also emphasizes
- That if too many ELL students are in special
education, states will be asked to account for
this - If a particular group of students (e.g., ELL
students) is overrepresented in special
education, states will be required to provide
coordinated, comprehensive, early intervention
programs for these students
18B. Choosing the Language of Intervention
- When an ELL student is placed into
speech-language therapy, a major consideration is
the extent to which the students first language
(L1) and English will be used in therapy. - There are several factors to be considered when
this decision is being made (Brice
Roseberry-McKibbin, 1999 Genesee, Paradis,
Crago, 2004 Roseberry-McKibbin, 2007). - First, what is the level of the students
proficiency in L1 and English? Proficiency levels
can be obtained by testing language proficiency
in both languages and by observing the students
language usage in functional speaking contexts. - Some researchers recommend that it the student is
dominant (more proficient) in L1, it is best to
conduct intervention in L1 (Goldstein, 2000
Kayser, 2002 Perozzi Sanchez, 1992). - It is especially beneficial to introduce new
concepts in L1 first and reinforce them in
English. Research shows that when a concept has
been acquired in L1 first, it is usually easier
to learn it in English (Perozzi Sanchez, 1992
Kiernan Swisher, 1990).
19Kohnert and Derr (2004) stated that
20Gutierrez-Clellen 1999, p. 129, stated that
- the literature in bilingual education over the
last two decades suggests that children who are
learning 2 languages may benefit from a bilingual
approach in intervention. None of the studies
designed to prove to the contrary have been able
to show that an English-only approach is
superior. The research clearly shows that
mediation in the native language does not slow
development or learning of a second language.
There is no evidence that a bilingual approach in
intervention would confuse or tax the learning
abilities of children with disabilities.
21A second factor to be considered in deciding the
language of intervention is
22A third factor impacting our choice for the
language of intervention is
23The ideal is often not attainable
- Most of us are monolingual English-speaking SLPs
- We serve students from a variety of linguistic
backgroundsfor example, as previously stated, in
my school district, students represent 80-90
different languages - Given that we may be forced to provide therapy in
English in the absence of personnel to conduct
intervention in L1 as well as in English, we can
combine theory, research, and practice from ESL
and speech-language pathology to provide
appropriate intervention in English
(Roseberry-McKibbin, 2001). - Again, this is less than ideal and SLPs are
strongly encouraged to utilize the support of
bilingual personnel to provide bilingual
intervention whenever possible.
24III. CREATING A CLIMATE OF ACCEPTANCE
INCORPORATING MULTICULTURAL MATERIALS AND
STRATEGIES INTO SPECIAL AND GENERAL EDUCATION
SETTINGS
25Use maps of the U.S. and the world. I ask my
students where their ancestors are from, and if
they know this information, we find their
countries of origin on a globe. This helps foster
cultural and ethnic pride as well as geographic
knowledge.
26Show interest in students home countries,
languages, and cultures.
- If students have lived in another country prior
to coming to the U.S., or if they immigrate back
and forth between their country and the U.S., I
ask them questions about their home countries. - I also ask them to teach me some words in their
languages. It is humbling for me, and students
love being the teacher! - Try to convey the belief that it is cool to
speak a different language and to have lived in
another country. Some students feel inferior
about being bilingual and biculturalwhat a
shame! Being bilingual and bicultural is special,
and I try to convey to students that as adults in
the workforce, they will be especially desirable.
27Make sure that students know you are there for
them
- Emphasize to students that you want to help them
succeed. - Give students special attention when possible.
28Encourage development and maintenance of the
first or primary language
29Make sure the environment represents diversity
30We can also incorporate multiculturalism by
31Other ways to incorporate multiculturalism
include
- Developing thematic unitse.g. developing
activities around Black History Month, Cinco de
Mayo, Chinese New Year, Native American tribes,
etc. - Using comparative study of folktales. For
example, the story of Cinderella is told by many
different cultural groups. Its an eye opener to
see how other cultures depict her! - Teaching the entire group or class words,
phrases, songs in various languagesthere are CDs
with songs in different languages. These can
usually be purchased at a teacher supply store. - Use biographical sketches with culturally and
linguistically diverse role models. For example,
in my sons second grade Houghton Mifflin reader,
there was a story about Wilma Rudolph, an African
American Olympian in the 1900s. There was also a
story about a Hispanic female astronaut. It is
ideal if we can use stories such as this as part
of therapy and as part of the general education
curriculum.
32Ask parents to come and visit
- They can wear native country dress, and talk
about their cultures and customs. - For example, at my sons school, the Japanese
grandma of one of his classmates did a Japanese
dance. - Parents can share food and recipes (Tabors,
1997). One mother taught a preschool class how to
use chopsticks, and chopsticks are now part of
the play kitchen.
33Both mainstream and culturally and linguistically
diverse students benefit when
- Culturally and linguistically diverse materials
and activities are an integral part of
speech-language therapy activities and the
curriculum of the general education classroom
34IV. STRATEGIES FOR MODIFYING THE PHYSICAL AND
LINGUISTIC ENVIRONMENT FOR ELL STUDENTS WITH LLD
351. Limit clutter and distractions in the
environment
362. Do not give important information when the
room is noisy.
37Listening conditions in the classroom need to be
favorable.
383. Make good seating arrangements in classroom
settings
394. Use Preparatory Sets
405. Slow down your rate of speech.
416. Do a great deal of reviewrepeat information
and rephrase it.
- It is estimated that the average, monolingual
English-speaking adult forgets 95 of what he
heard within 72 hours of hearing it. - ELL students with LLD benefit from hearing
information repeated and reviewed often. - Rephrasing is helpful. For example
- There are 9 planets in the solar system. The
earth is one of the planets closest to the sun.
The earth, one of 9 planets in the solar system,
is close to the sun.
427. Emphasize content words through increased
volume and stress.
- Research has shown that LLD students lack the
ability to identify the big words, or content
words and separate them out from the smaller
words (function words). - Increasing the auditory salience of content words
through increased volume and stress can support
ELL students with LLD. For example - The ocean is a source of life for our planet.
The ocean provides food, water, and other things
that are important.
438. Give extra processing time.
449. Use a multimodal approach to instruction and
intervention.
45Do you like this PowerPoint background with the
childs hand prints?
- I do! Its cute!
- However, are you somewhat distracted by the
amount of detail in this particular Powerpoint
background? - I am!
- This is one example of the overload experienced
by our ELL students with LLD. They experience
overloadboth visual and auditory. - By modifying the physical and linguistic
environment, we reduce students overload,
leaving them free for learning.
46- V. INTERVENTION AND INSTRUCTIONAL STRATEGIES FOR
PULL-OUT THERAPY AND GENERAL EDUCATION SETTINGS
47There are a number of strategies that can be used
successfully in therapy rooms and general
education classrooms with ELL students with LLD.
48Teach names for common objects in the classroom
49Focus on communication of meaning grammatical
correctness can come later.
- When early-stage ELL students make grammatical
errors, recast the utterance. For example, a
student might say It nice day. You can say,
Yes, it is a nice day. Im glad you think it is
a nice day! In this way, the students hear
correct models. They are not overtly corrected by
the professional. Students become discouraged and
unmotivated to communicate when professionals say
something like No, Josefina, stop. Say It is a
nice day. If professionals recast students
incorrect utterances, students are motivated to
keep communicating. The communication process has
not been interrupted, and students have been
exposed to accurate models of language.
50We can also use the technique of focused
stimulation to provide correct language models
- For example, a student may consistently omit
plural s (e.g. I see 2 horse.) - We can play a game with a farm where we
repeatedly model plural s. We might say Look,
there are 3 horses and 4 cows. OhI see two pigs
and several dogs too! The farmer is carrying two
buckets of water, opening the farm doors, and
taking the buckets of water to the animals. I
wonder if he will find the eggs that the chickens
laid. - In this way, students receive repeated models of
the correct form without being interrupted in
their attempts to communicate meaning.
51Use computers with students
- Some ELL students with LLD can benefit from
computer programs that teach language content and
form. Computers are fun for many students. - Several excellent websites for vocabulary,
phonological awareness, literacy, and academic
skills are - www.starfall.com
- www.primarygames.com
- www.enchantedlearning.com
- The above websites offer free games and materials
that can be available to students in their homes
as well as at school. - Earobics (Cognitive Concepts, 1997-2003) are
commercially available software programs that are
graded to students individual levels. The
computer programs teach phonological awareness
skills and keep track of the progress of each
individual student. Students can work on the
programs at their own pace. Students love
Earobics because the games are fun, colorful, and
have music and animation. - For older students with writing/fine motor
coordination problems, word processing can be an
excellent option because students can freely
express their ideas without the tedium of
handwriting (Roseberry-McKibbin, 2007).
52Recruit primary language tutors and aides to
support student in L1. Possible sources
53Use music and songs
54Prepare a multicultural calendar
- Teach standard American holidays
- Discuss holidays from the students countries and
cultures - A great website for this is www.globalkids.info
- Make sure to be sensitive to students religious
backgrounds.
55Have the students
56Students can also be taught to
57With regard to notetaking, students often need to
be explicitly taught to
58For example, students can underline or highlight
the key/content words in sentences.
- The weather is hot in the summer.
- Abraham Lincoln was a president of the United
States. - Many people think that dogs are mans best
friend. - When they learn to do this, they can then be
taught to take notes, writing down just the
key/content words.
59Use visualization to help students form pictures
of information that they read or hear.
60I have found that
61Use Total Physical Response (TPR)
- Clinician touch your chin (clinician alone does
this) - Clinician touch your chin (clinician and
children do this together) - Clincian touch your chin (children alone carry
out the command)
62TPR is an excellent strategy especially for LLD
students who are in the early stages of learning
English
63USING QUESTIONS APPROPRIATELY DURING
INSTRUCTIONAL ACTIVITIES
64We can avoid questions that clash with students
cultural styles
65VI. DEVELOPING VOCABULARY SKILLS
- It is important for students of all ages to build
their content knowledge/ conceptual foundation
within meaningful contexts. Drill without context
is usually ineffective. - Develop knowledge of classroom/ curriculum
vocabulary. We can ask teachers to provide us
information about what vocabulary they are
teaching in the classroom.
66For example, if I have students from a classroom
where they are learning about the ocean and
marine life
67New words need to be learned in context
68For example, if they are learning about horses,
its ideal to actually see and touch one
69If concrete experiences are not available
70We can ask students to describe pictures and give
word definitionsthese skills are predictive of
success in literacy and school achievement
71If students draw pictures of new words they are
learning.
72WHEN TEACHING VOCABULARY
73VOCABULARY TEACHING HIERARCHY FOR ELL LLD STUDENTS
- Here is an example of a vocabulary hierarchy of
IEP goals and objectives, beginning with
receptive activities and progressing very
gradually to expressive activities and finally to
written language. This sample unit is used
expressly with permission fromRoseberry-McKibbin
, C. (2001). The Source for Bilingual Students
with Language Disorders. East Moline, IL
LinguiSystems.
74VOCABULARY TARGET SCHOOL ITEMSAnnual Goal The
student will demonstrate increased receptive and
expressive vocabulary skills.
- Short term objective 1 When the clinician
verbally gives school item target vocabulary
words, the student will point to pictures of
these items with 80 accuracy. - Clinician Marisol, point to pencil.
- Student Points to the pencil.
75Short term objective 2
- When the clinician holds up a picture and says
Is this a(n) ____? the student will verbally or
nonverbally indicate yes or no with 80 accuracy. - Clinician Is this a desk?
- Student Verbally or nonverbally indicates yes or
no.
76Short term objective 3
- When the clinician gives a 1-2 sentence verbal
description of a target word/concept and gives
the student 2 choices of answers, the student
will verbally supply the correct answer with 80
accuracy. - Clinician Listen. This is usually made of wood
and has an eraser. Students write with it. Is it
a pencil or a crayon? - Student Pencil.
77Short term objective 4
- When shown pictures of school item target
vocabulary words, the student will give verbal,
one-word labels with 80 accuracy. - Clinician (shows a picture of a book) Anak,
whats this? - Student Book.
78Short term objective 5
- When asked to verbally list 3-5 items in a given
category, the student will do so with 80
accuracy. - Clinician Lisa, tell me the names of four
different things we find in a classroom at
school. - Student Scissors, pencils, crayons, desks.
79Short term objective 6
- When asked to define a target vocabulary word,
the student will give a 5 word verbal
description with 80 accuracy. - Clinician Mario, what is a playground?
- Student It is a large outside place at a
school where students play.
80Short term objective 7
- When given a school item target vocabulary word,
the student will use the word in a sentence with
80 accuracy. - Clinician Carlo, please use the word paper in a
sentence. - Student We write all our assignments on paper.
81If students are old enough to read and write.
82Short term objective 8
- When presented with a paragraph or word list
containing the school item target vocabulary
word, the student will find and read the word out
loud with 80 accuracy. - Clinician Josefina, look at this story. Please
find the word desk, and read the word to me after
you find it. - Student Finds the word desk and reads it aloud.
83Short term objective 9
- When asked to spell a target vocabulary word, the
student will spell the word out loud with 80
accuracy. - Clinician Jaime, please spell the word
teacher. - Student Spells the word aloud.
84Short term objective 10
- When given a target vocabulary word, the student
will write a sentence containing the word with
80 accuracy. - Clinician Estera, please write the word bus in
a sentence. - Student Writes a sentence containing the word
bus.
85Note
86- VII. SPECIFIC STRATEGIES FOR PRESCHOOL ELL
CHILDREN WITH LLD
87A. Increasing Oral Language Skills in Preschool
ELL Children with LLD
- Research shows that even children as young as 3
years of age reject peers whom they perceive as
different (Rice, Sell, Hadley, 1991 Tabors,
1997 Weiss, 2002). - Thus, a major goal for ELL preschoolers with LLD
is to successfully interact socially with their
peers.
88With ELL preschool children who are LLD
89How do we help ELL preschoolers with LLD succeed
in preschool/daycare settings?
90Researchers such as Genesee et al. (2004), Tabors
(1997), and Weiss (2002) have recommended the
following
91Specific Suggestions
92Tabors (1997) coordinated the Harvard Language
Diversity Project, a research activity of the New
England Quality Research Center on Head Start
93Another practical strategy
94Tabors and her Harvard colleagues also
recommended that
95One of the most helpful things for the preschool
children.
96Another successful strategy that helped the ELL
preschoolers fit into the group faster and
socialize more
97To include parents of ELL preschoolers.
- Teachers allowed them to volunteer for simple
tasks such as pouring juice and cleaning up the
paint areathese tasks required little-no
knowledge of English. - They also had parents demonstrate a skill or
talent such as cooking a native dish for all the
children, performing a folk dance in a native
costume, and others. - Parents felt included and were even more
supportive of teachers efforts.
98B. Increasing Literacy Skills
- Reading, writing, spelling
- ?
- Phonological awareness
- ?
- Oral language
- ?
- Foundation is environmental experiences and
exposure
99Begin with phonological awareness
- Phonological awareness is the ability to
consciously reflect on and manipulate the sound
system of a language. - It is foundational to success in reading,
writing, and spelling (Goldsworthy, 2003). - Preschoolers who are ELL and have LLD especially
need to develop phonological awareness skills
(Roseberry-McKibbin, 2007).
100Use the following hierarchy
101Other ideas include
102We can also
103If books are read many times..
- Children obtain more vocabulary and information
each time they read the story. - When they are familiar with a story, they can be
encouraged to read it to peers and family
members. This increases their confidence with
reading.
104- Researchers such as Fey, Windsor, and Warren
(1995) and Kaderavek and Boucher (2006) caution
that
105Ideas to make book reading enjoyable and
motivating include
106Professionals can use books that
107And we know that we should encourage caregivers
to read, read, read!
108Written Language Attainments Preschool Period
- We need to be sure that before they enter
kindergarten, our preschool students can - 1. Display interest in reading sharing books
- 2. Hold a book right side up
- 3. Identify the front and back of the book
- 4. Identify the top and bottom of a page
- 5. Look at and turn pages from left to right
- 6. Identify the title on the book cover
109- 7. Identify titles of favorite books
- 8. Distinguish between pictures and print on a
page - 9. Know where the story begins in the book
- 10. Identify letters that occur in their
own names - 11. Print the first letter of their name
- 12. Recite the first 10 letters of the alphabet
110- 13. Point to the first letter in a word14.
Differentiate uppercase from lowercase
letters15. Use terms such as letter, word,
alphabet - 16. Point to words individually as they are read
- 17. Respond to signs in the classroom
- 18. Recognize common environmental signs (e.g.,
stop sign)
111If preschool ELL students with LLD receive
comprehensive support in oral and written
language skills.
- They will be far more successful in elementary
school and beyond.
112VIII. WORKING WITH ELEMENTARY-AGED AND ADOLESCENT
STUDENTS ENHANCING LITERACY SKILLS
113Many SLPs do not view literacy as something that
is our job. Many of us in public schools work
with students who have oral language problems,
and literacy is viewed as the province of other
professionals such as Resource Specialists.
- However, ASHA (2004) has been increasingly
emphasizing the role of the SLP in supporting
students with written language problems. - ELL students with LLDs are particularly
vulnerable to written language difficulties
because 1) written materials are in their second
language of English, and 2) their LLD often makes
written language difficult.
114There are many easy, simple, inexpensive
activities that SLPs can incorporate into therapy
to provide additional support to these students.
- In this section, we shall discuss some of these
activities that cost practically nothing and
potentially make a big, positive difference for
ELL students with LLD.
115A. SUPPORTING ELL STUDENTS WITH
- WRITING, FINE MOTOR, TRACKING, AND SPELLING
PROBLEMS
116Writing can be difficult
117Students may have difficulty because
118Teachers assume that
119Handwriting without Tears
- Is a multisensory, developmental approach that is
virtually 100 successful. - It is excellent for ELL children it is very
visual and tactile - It is also good for children who are left-handed,
who reverse their letters, and who have
difficulty forming their letters. - www.hwtears.com
120- There are many simple, inexpensive activities
that can be used to help children who have
difficulty with writing and fine motor skills
121These include
122(No Transcript)
123(No Transcript)
124(No Transcript)
125B. READING CHARACTERISTICS OF STUDENTS WITH
LEARNING DISABILITIEScompared to similar ELL
peers
126Comprehension errors
127Word recognition errors
128Other characteristics include
129SUPPORTING STUDENTS WITH VISUAL TRACKING AND
SPELLING PROBLEMS
130For students with spelling problems
- Test on day 1 write out each erred word 5x
- Day 2 test again for erred words, write 10x and
say each sound out loud - Day 3 test again for erred words, write each
15x and say each sound out loud - VERY effectiveits multisensory!
131- C. Enhancing Reading Comprehension Skills
132As we have said, reading is difficult for ELL
students with LLD
- Academic materials are written in their second
language of English - The LLD often makes reading difficult
133We Can Teach Basic Sight Words
- The of and a
- To in you is
- That it at he
- For on are as
- With his they be
134(No Transcript)
135PREVIEW-VIEW-REVIEW APPROACH
- Use classroom textbooks to teach students this
approach - This helps teach class curriculum content and
enhance reading skills
136BEGIN WITH PREVIEW
137VIEW THE CHAPTER
138 139Help the student visualize what is being read
140REVIEW
141Also review by
142D. Special Considerations for Older Students with
Reading Difficulties
143One difficulty many professionals experience is
that
144Nippold et al 2005
- Studied the free-time preferences and leisure
activities of older children and adolescents.
145They found that
146They also found that
147Nippold et al. 2005 said that
148Nippold et al. suggested that professionals can
149 150And lastly
151Again, SLPs can incorporate these ideas.
152IX. INCREASING FAMILY INVOLVEMENT IN STUDENTS
LEARNING
153Some educators tell parents to speak only
English at home
154If a child is cut off from his home language
155I tell parents
156Here in the U.S., we as professionals routinely
expect families to be involved in their
childrens learning.
- However, in some cultures, families believe that
school and related activities are the
responsibility of professionalsfamilies should
not interfere (Madding, 2002 Zuniga, 2004). - Thus, families may be offended at being asked to
participate in educational decisions, carryover
activities, etc. because these things are not
their job. Education of children is the job of
professionals. Raising children and providing
discipline is the job of the family! - In these cases, we can utilize the services of
cultural mediators to help families realize that
in the U.S., they are expected to be an integral
part of the educational team. This may be a
difficult transition for many families (Lynch
Hanson, 2004). - A cultural mediator is a person from the familys
cultural and linguistic background who acts as a
go-between for professionals and family members,
helping them work successfully with one another
(Hammer, Miccio, Rodriguez, 2004).
157Remember that in some cultures
158We can help families become more involved in
their childrens learning and schooling
159We can help parents understand what U.S. schools
expect of them and their children
160Parents and students need to understand basic
school routines.
161Remember that some parents are non-literate in
English
162Encourage students to read to their parents in
English
163Help parents find out
164Many families are surviving
165Invite parents to the school
166Help parents understand the relevance of talking
to infants and small children
167In many cultures, infants and young children are
not considered conversational partners
168Lastly, emphasize childrens good qualities.
169Woods, J. (March 25, 2008 ASHA Leader)
- Providing Early Intervention Services in Natural
Environments (title of article) - http//tactics.fsu.edu/
- This website describes intervention based on
family-guided routines it offers many practical
and research-based resources
170Woods (2008) recommended
171Response to Intervention (RTI)
172In the old days we had.
- Regular education in the classroom
- OR ?
- Special education with an IEP
173Now more schools across the U.S. are implementing
RTI
- Regular education classroom (Tier 1)
- ?
- Noncategorical, nonspecial education
interventions (after-school math and/or reading
academy REWARDS reading program, etc.) (Tier 2) - ?
- Special education with IEP (Tier 3)
174This is partially in response to No Child Left
Behind and IDEA 2004
175What is Bakersfield, CA, doing for RTI for ELL
students in Tier 2?
- Before children are on IEP, they are screened
- In the 60 days between screening and formal dx,
pull them into speech room and work with them to
see how modifiable they are how quickly they
learn (neverstreaming) - Take what speech students are stumbling on (e.g.,
synonyms, antonyms) and teach these concepts to
the whole class take tx materials to the whole
class - This helps you get to know the general ed
children then if they come up at SST, you are
familiar with them
176- Kids go through SSTteachers have to do the
paperwork cant just knee-jerk refer to special
ed - Parents need to know that they cant just request
assessment there is a process that has to be
followed (e.g., co-ops, SST) - No IEP, but brief, intensive services for a
certain time period - Students with social/behavior problemsworks on
expressive/social language, behavior kids are
not on IEPs - Involvement with immersion studentsthey come to
the speech room, and she works with language,
using TPR etc. - At-risk children all-day kindergarten with
intervention RSPs and SLPs go into the classroom
and work with children in areas such as phonemic
awareness psychologist works with children with
social issues
177In Waco, Texas and Phoenix, Arizona
- SLPs mostly see children who are on IEPs
- SLPs may be a little involved in supporting
reading/phonological awareness programmes - However, the schools usually hire special
teachers to conduct RTI
178In Georgia
- RTI is a general ed issue
- Tier 1 general ed (how to help any struggling
student)best teaching practices in the classroom - Tier 2- Narrow it down a littletarget students
who have lower state test scorese.g., centers,
guided reading groupsbottom 5 kids in the
classroom these students get more differentiated
attention. There is also after-school
tutoringdone by classroom teacherno extra
paypart of their regular duties. Early
intervention, Reading Recovery, ELL services.
Also have teacher-led collaboration teams that
meet 1-2 times a month to discuss the bottom 5
(SLP usually is not there, but they could be).
Problemteachers dont want to document what they
do in the 6-8 weeks.
179- Tier 3 Of the bottom 5, 3 respond and 2 do not.
The 2 have a slower rate of learning achievement
gap is widening. These 2 go to Tier 3, where
there is an SST. Tier 2 is small group
interventions in Tier 3, more 11 attention.
This 11 attention should be provided by the
teacher, the ELL specialistanyone on the team.
After-school programmes may be providedthese can
be computer programmes, tutorsTitle 1 money. - Tier 4 special ed! Tier 3 is not working, so
the special ed team assesses and intervention can
be provided. Focus on inclusion. When the
children are pulled out, the clinicians focus on
teaching curriculum. SLPs support the curriculum.
SLPs go into the classroom and help the teacher
differentiate instruction.
180North Highlands, CA
- Start-In programme
- Write downteachersdocument what interventions
they are using - Meeting as pre-sst teamroving sub makes tteacher
come - Includes behavior, social, attendance, not just
academics - Reading recovery, literacy groups
- Hire retired assistant superintendents,
principals, reading teachers for after-school
programs, and transportation provided - Full day kindergarten
- Title one teacherstarts later in the AM, but
also sees students after schoolshe is an expert - District sponsored preschools, head start
- Therapy doggypsy 10-year old read to the dog
181In Richardson and Dallas, Texas (2/08)
- Saturday schoolteachers get extra ?--it is
competitivethey want to do it bus provided,
lunch also (8-12 AM). Not each Saturday heats up
as standardized testing looms. - After school programmes
- Reading curriculumintervention during the day
from a specialistcampus reading specialist - Bubble-busterspull-out during the day for
students who are right on the bubble of not
passingone period a day all year. Done by
tutors, specialists who are brought innot
special ed personnel - High school before and after school, and
PMteachers are paid extra stipend
182In San Diego, CA (2/08)
- There is an increased emphasis on
pre-kindergarten programmes to help prepare
children for elementary school - SLPs help preschool teachers and parents with
language expansion techniques
183It takes a village to raise a child!