Classroom-Based Intervention Strategies for the SLP

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Classroom-Based Intervention Strategies for the
SLP

• Shelly Wier, M.S., CCC-SLP
• Easter Seals Outreach Program
• [phone]
• swier_at_ar.easter-seals.org

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Study Skills

• Lists of techniques or behaviors
• Term often misused in describing learning
  strategies
• Neglect the metacognitive and self-directed
  aspects of learning
• Assumes automatic generalization

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Learning Strategies

• Any approach that helps students learn in a
  specific situation.
• A means for effective learning, not an end in
  themselves.
• Focus on basic cognitive processes of effective
  learners.

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Cognitive Processes ofEffective Learners
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Strategic Readers
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At-Risk Learners

• Must be explicitly instructed in the development
  and use of a variety of strategies for learning.
• Must be helped in discovering what strategies
  work best for them and when to use them.

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Reading and Language Arts

• A pervasive manifestation of language in the
  curriculum.
• Given professional role and responsibilities.
• More classroom-based strategies available in the
  reading literature.
• They told me to.

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Layers of Learning
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Seven Types of Strategies

• 1. Preparing for Reading
• 2. Reciprocal Teaching
• 3. Knowledge of Text
• Structure
• 4. Questioning
• 5. Information Processing
• 6. Summarizing
• 7. Voluntary/Recreational

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Response Logs

• Application category
• Things you like
• Things that might make it challenging
• Caseload students
• Anything else you think

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Co-Teaching

• Please locate in your CONTENT packet the handout
  on Co-Teaching
• Please locate in your STRATEGIES packet the
  handout on Mapping
• Please locate in your ACTIVITIES packet the
  practice template for Sentence Mapping

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Basic Mapping

• Whether its sentences or paragraphs, the main
  idea is written in a circle.
• Additional information and related details (also
  circled) are connected by lines.
• Capital letters label the relationships between
  circles.

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Definition Co-Teaching

• An instructional delivery approach in which a
  classroom teacher and a special education
  teacher share responsibility for planning,
  delivering, and evaluating instruction for a
  group of students, some of which have exceptional
  needs.

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Definition Co-Teaching
Co-Teaching
D
An instructional delivery approach
C
CT and SPED share responsibility
E
E
planning
spec. students
E
E
E
delivering
reg. students
evaluating
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Definition Co-Teaching

• Pair up and finish mapping each sentence in the
  paragraph.

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Co-Teaching Quiz (Part I)

• Using the Group Response cards in the nearest
  activity box, respond to the following True or
  False statements.

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True or False?

• Mr. Brown does all the planning and instruction
  for his 10th grade history class. He gives his
  special education partner, Ms. Thomas, copies of
  tests in advance so that she can make
  modifications for students with disabilities. In
  addition, he tells her everyday when she arrives
  how she can help in the classroom. Ms. Thomas
  MUST be serving in the role of a co-teacher.

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True or False?

• Many of the students with disabilities at
  Jefferson High School have been placed in
  co-taught classrooms. Jefferson High School MUST
  have adopted the philosophy of inclusion.

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True or False?

• John is a special educator working in Beths
  fifth grade classroom. They plan their
  instruction by units. Their method of
  instruction varies according to whats being
  taught and how the students are progressing.
  Sometimes they teach together and sometimes they
  take turns with one leading and the other
  assisting. Their roles are best described as
  co-teachers.

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True or False?

• Maria and Charles are co-teachers at Simmons
  Elementary School. Simmons Elementary MUST have
  adopted the philosophy of inclusion.

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True or False?

• In a co-taught classroom, ALL students will
  ALWAYS be expected to master the same outcomes.

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Models of Co-Teaching

• 1. One Teach/One Support using the Elaborative
  Interrogation strategy.
• 2. Station Teaching using the Guided Reading
  Procedure.
• 3. Parallel Teaching using the OK Reading
  strategy.
• 4. Alternative Teaching using the ReQAR
  technique.
• 5. Team Teaching using the Think Aloud strategy.

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Debriefing

• Groups 1-5 share your summary of the model you
  were assigned.
• All participants may ask questions or for
  clarification as needed.

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Co-Teaching Quiz (Part II)

• Again, using the Group Response cards in the
  nearest activity box, label the following
  classroom co-teaching scenarios.

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Label the Model

• In a history class studying the Civil War, the
  class is divided into two heterogeneous groups.
  Teacher A supervises one group in writing letters
  home to explain to their families why they have
  joined the Confederate army. Teacher B works
  with a group completing a mapping outline on
  reasons for individuals to support the Union.
  Half way through the class, the groups rotate.

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Label the Model

• In an English class, Teacher B leads the class in
  an activity on correct punctuation in letter
  writing. Teacher A observes two students that
  have problems completing their work in order to
  collect data for the teachers afternoon planning
  session.

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Label the Model

• In a math class, Teacher A works with five
  students who have mastered multiplication with
  decimals on an activity designed to extend their
  learning on the skill. Teacher B conducts a
  lesson designed to reteach the concept to the
  rest of the class.

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Label the Model

• In science class the co-teachers review for a
  test by dividing the class into two heterogeneous
  groups. Each teacher takes his/her group to a
  corner of the room and uses a silent group
  response activity to review the material.

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Label the Model

• In a history class, Teacher A gives a
  mini-lecture on World War II. Teacher B uses the
  opportunity to practice the technique of framed
  outlining with the students by stopping the
  lecture at prearranged times and checking the
  students notetaking skills.

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Response Log

• Take a moment to complete a Response Log on the
  strategy in which you participated for the
  Co-Teaching content.
• TAKE A BREAK!

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CCB Intervention Format

• Please locate in your CONTENT packet the handout
  on Collaborative Classroom-Based (CCB)
  Intervention

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CCB Intervention Format

• 6. Examine this information by completing a
  Compare/Contrast Map.
• 7. Examine this information by using the Talk
  Through strategy.
• 8. Examine this information by using the
  Perspective Cubing strategy.

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Debriefing

• Groups 1-3 share the strategy you were assigned,
  then the high points of your content discussion.

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Response Log

• Take a moment to complete a Response Log on the
  strategy in which you participated for the CCB
  Intervention content.
• LET'S DO LUNCH!

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Start Small

• Review your caseload.
• Select 4-5 students whose G/Os could be readily
  addressed in their regular classroom.
• Locate those students' G/Os in the information
  you brought.

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Your Objective

• Given a variety of learning strategies, the
  participant will distinguish between those S/L
  skills that could be most readily addressed in
  the classroom and those that could not.

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Resources to Consider

• Response Logs
• STRATEGIES packet
• Models of Co-Teaching
• CCB Intervention format
• Frameworks for Language Arts

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Debriefing

• Participants share
• Rationale for student's selected
• S/L skills to target
• Strategies chosen
• TAKE A BREAK!

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S/L Portfolios

• A systematic, purposeful, meaningful collection
  of a student's communication skills across
  varying contexts.
• The ultimate goal is improvement of instruction
  for the student.

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3 Types of Portfolios

• Assessment Portfolios
• Working Portfolios
• Display Portfolios

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Using Portfolios

• What types of items would you collect to measure
  student progress for selected goals and
  objectives?