Collaborative Service Delivery for SLPs

Magaly Gonzalez Wendy Juden

Hillsboro School District

❖ �22,000 Students in Hillsboro School District

❖ �2800 students eligible for Special Education

❖ 3383 students eligible as English Language Learners

❖ �530 students dual eligible for Special Education/English Language Learner services

❖ �32 Programs (Lifeskills, Social Communication, Social Learning)

❖ �50% students are eligible for Free and Reduced meal program

❖ �50% of Special Education eligible students have Special Education code of Learning Disability

❖ �106 Special Education Teachers/34 Speech Language Pathologists

HSD Demographics

That’s me!

- My di st r i ct or or gani zat i on i s expl or i ng or i mpl ement i ng col l abor at i ve ser vi ce del i ver y model s.

- I have t r i ed push i n, co- t eachi ng, or col l abor at i ve ser vi ces.

- I am most f ami l i ar wi t h t he pul l out model of ser vi ce del i ver y f or SLPs.

- I want t o l ear n mor e about push i n, co- t eachi ng, or col l abor at i ve ser vi ces.

Read/Pair/Share

Read “ Maki ng t he I mpossi bl e Possi bl e” ( Di xon, 2013)

Whi l e you ar e r eadi ng, keep your t al k i ng chi p on r ed. When you ar e done r eadi ng, t ur n i t over t o whi t e.

When bot h you and your par t ner ar e on whi t e, t ur n and t al k:

One t hi ng I r el at ed t o was ________________________

Somet hi ng I f ound i nt er est i ng was _________________

I woul d l i ke t o know mor e about _____________________

Service Areas for SLPs

- Ar t i cul at i on

- Language

- Speech Fl uency

- Soci al Language

How does this overlap with ELD goals/services?

Why Provide Services in the Classroom?

- i ncr eased gener al i zat i on

- t eacher s/ ot her st af f mor e awar e of communi cat i on needs

- i ncr eased access t o c l assr oom cont ent

- i ncl usi ve pr act i ces

Caust on & Tr acy- Br onson ( 2014)

Ideas for Co-Teaching as an SLP

If the teacher is doing this You can be doing this

Lecturing Providing visual notes simultaneously to allow students to see what they are listening to. Creating graphic organizers that allow students to remember key words and phrases. Providing sentence starters.

Giving directions Writing the directions on the board so all students have a place to look for the visual cues. Providing to-do lists or individual agendas for students with reminders or cues for positioning.

Providing large-group instruction Collecting data, problem solving, improving environmental factors (e.g., lighting), or making modifications for an upcoming lesson.

Causton & Tracy-Bronson (2014)

Continued... Giving a test Reading the test to students who prefer to have

the test read to them. Before the test, making sure the student is well positioned, lighting is right, and test is modified to support the student’s learning strengths.

Facilitating a small group Also facilitating a small group

Teaching a new concept Providing visuals or models to enhance the whole group’s understanding. Crafting a multisensory approach to the content to increase the learning for all.

Reteaching or preteaching with a small group Monitoring the large group as the students work independently. Thinking about body positioning and learning environment for all students.

Causton & Tracy Bronson (2014)

ELD Strategies for the SLP

Draft Text

Graphic Organizers

Pictorial Input Charts

Cooperative Strip Paragraph

Sentence Frames

Oral Language Practice Routines

Sample Lessons

Sample Lesson- Animal Adaptations

- St andar d: RI 3. 3- Descr i be t he r el at i onshi p bet ween a ser i es of sci ent i f i c i deas or concept s usi ng l anguage t hat per t ai ns t o cause/ ef f ect .

- Sampl e I EP obj ect i ves: gr ammar - conj unct i ons, subj ect / ver b agr eement , mai n i dea/ det ai l , sent ence l engt h

- Scaf f ol di ng Pr ovi ded: pi ct ur e di ct i onar y, pi ct or i al i nput char t , sent ence f r ames wi t h addi t i onal v i sual s

- Assessment : pr e/ post t est , l anguage sampl es

Sample Lesson- Important Person Report

- St andar d: W 3. 3- Wr i t e nar r at i ves t o devel op r eal or i magi ned exper i ences or event s usi ng ef f ect i ve t echni que, descr i pt i ve det ai l s, and cl ear event sequences.

- Sampl e I EP goal s: sequenci ng, l i t er al compr ehensi on, mai n i dea/ det ai l s, sent ence l engt h, gr ammar - past t ense

- Scaf f ol di ng pr ovi ded: dr af t t ext , gui ded gr oup wor k, di gi t al r ecor der f or wr i t i ng

- Assessment : l anguage sampl es, past t ense qui z, speeches

Sample Lesson- Los Planetas

St andar d: RI 2. 6 I dent i f y t he mai n pur pose of a t ext , i ncl udi ng what t he aut hor i s answer i ng, expl ai ni ng or descr i bi ng

- Sampl e I EP obj ect i ves: sequenci ng, mai n i dea/ det ai l , sent ence expansi on

- Scaf f ol di ng Pr ovi ded: or al l anguage pr act i ce, v i sual s, Mi ni Shar ed

- Assessment : l anguage sampl es, ongoi ng assessment of or al l anguage pr act i ce

Implementation

Getting Started- A Task Analysis

1. Di scuss pl an wi t h bui l di ng admi ni st r at or .

2. St ar t wi t h one t eacher you ar e comf or t abl e wi t h.

3. Schedul e a t i me.

4. Obser ve f or a whi l e.

5. I dent i f y ar eas of need.

6. Sel l i t .

Data Collection

- Pr e/ post t est s

- Language sampl es

- 1- 2 st udent s per day

- Focus i s on i nst r uct i on!

Expectations

SLPs will be instructional leaders in their schools.

Professional Development

Creating an Instructional Base

Systems

Are the systems supporting our Teacher teams to do the work?

Conclusion

Exit Activity- Snowball

- Compl et e t he f ol l owi ng pr ompt on a hal f sheet of paper :

One new t hi ng I woul d l i ke t o t r y i s _______________.

- Cr umpl e y our pa per i nt o a ba l l

- On t he c ount of t hr ee, t hr ow y our s nowba l l i nt o t he a i r

- F i nd a new s nowba l l a nd r ea d i t

- S ha r e wi t h t he gr oup i f y ou a r e i ns pi r ed

References/Resources

Beni nghof , A. http://www.ideasforeducators.com/idea-blog

Caust on, J. & Tr acy- Br onson, C. P. ( 2014) . The Speech-Language Pat hol ogi st ’ s Handbook f or I ncl usi ve School Pr act i ces. Bal t i mor e: Paul H. Br ooks Publ i shi ng Company.

Di xon, D. ( 2013) . SI Gnat ur es: Push i n Ser vi ces: Maki ng t he I mpossi bl e Possi bl e. The ASHA Leader , 18, 56- 57.