Monday, November 12, 2012 TEC A-B-C, 8:30a.m.- 11:30 a.m. Speech-Language Pathologists &...
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Transcript of Monday, November 12, 2012 TEC A-B-C, 8:30a.m.- 11:30 a.m. Speech-Language Pathologists &...
Monday, November 12, 2012
TEC A-B-C, 8:30a.m.- 11:30 a.m.
*Professional Learning Community
Speech-Language Pathologists
&Psychologists
*AGENDA
*Quick Review
*Progress monitoring tool
*Intervention
*Practical Application
*Myth Busters Quiz
*Best Practices & MTSS
*ICEL/RIOT
*Implementation plans
*Crucial Conversations
*Next PLC: Problem-solving
*Quick Review:Progress Monitoring*Data collection method
*Both assessed with language samples obtained by retelling fictional narratives.
*Oral Expression also assessed with scripts and personal narratives.
* Personal narratives: Endorsed as critical element of elementary writing instruction.
*Why retell? Naturally allows you to obtain representative samples of narrative skills.
*Obtain 3+, 2 minute language samples: Timing starts when the student starts to talk
*Quick Review:Progress Monitoring*Scoring:
* Select longest sample for analysis
*Quantitative measures: Total Words Spoken, Communication Units (C-units)
* C-units: Both number of c-units and average words per c-unit
*Total Words Spoken use: Low verbal output, screening and progress monitoring
*C-units: One complete thought, count grammatically incorrect utterances
*Mazes: Series of words that are not necessary for the c-unit (i.e., repetitions, “sentences” without subject and verb)
*Quick Review:Progress Monitoring*Norms:
* Personal Narrative: Examine structural pattern which corresponds to an age level and number of points
* Script: Examine components which corresponds to age/grade level
* Fictional Narratives: Examine story grammar which corresponds to an age/grade level; Progress scoring with point values assigned; Story comprehension for Preschool; Total words spoken
*C-units: Mean length with corresponding age
*Mazes: Corresponding age/grade level based on %
*And more….
*Quick Review:Intervention*Paragraph Shrinking
*Comprehension:
*Before: Pre-teach vocabulary, set objectives, preview text and prime background knowledge, chunk text
*During: Ask questions, ID main idea, Map text structure elements, Visualizing, Model ongoing comprehension monitoring
*After: Integration of comprehension instruction, Planned review, Assess understanding (i.e., retell, story maps, CLOZE summary activity, etc…)
*Quick Review:Intervention*Summarizing
*Explicitly teach comprehension strategies
*Power Write writing activity
*Students write for 60 seconds
*Write about what they learned from passage
*Vocabulary Instruction: 2 years ahead
*Teach vocabulary for language use that students will be reading in 2 years
*Read Alouds
*Feedback: Most Significant Information Gained
*I really felt I could apply these ideas & methods to my current caseload & make a meaningful difference.
*The justification & explanation to give to parents, teachers, or administrators about the connection between oral language skills & academics.
*Excellent techniques for looking at evaluating language skills in a curriculum-based model.
*Ideas for language interventions that are more relevant to children’s lives/future.
*Feedback: Most Significant Information Gained*How to implement the narrative & expository retells
into the general ed. classroom.
*I feel that I have a more focused vision of what I need to do to become a “member” of the school team.
* Practical strategies to use with students.
*Paragraph shrinking research.
*Specific ways to teach vocab & story structure & ways to adapt books to check for comprehension.
*How to tie individual goals into more functional meaningful context.
*Using materials across grade levels.
*Feedback: Provoke Thinking & Affect Viewpoint* I’m going to change what I assess & how I approach goal writing
& classroom push-in.
* I was looking for a way to access the ELA curriculum & this seems to be my best option.
*Helps me understand the language demands in the classroom and how important our role is in helping students be successful.
* Incorporating oral language is important for literacy development in the classroom.
* I’m wondering how retell is currently being utilized in my district by gen. ed. staff.
*This could potentially streamline my time with students to determine if they need further intervention.
*Feedback: Provoke Thinking & Affect Viewpoint*Reinforced my views of the importance of using curriculum materials
for assessment and intervention.
* It has given me the tools to begin new ways of approaching school administration.
* I need to change the way I’m providing therapy.
*Gave me ideas for improving my instruction on retelling-identifying starting points & progression.
* It will change the way I work with kids.
*We don’t have to change everything we are doing but just improve it.
* Increasing oral expression with the classroom is a critical piece for helping kids’ comprehension & written expression.
*Made me think about how I can adapt materials to work on these skills with my lower language students.
* It helped me clarify a plan for my next step to implement.
*Thinking about all my students & how I can make a difference
*Practical Application:Progress Monitoring Tool*How might this apply to your practice?
*When would this tool be used?
*Could this be helpful as part of a special education evaluation?
*What additional resources are needed to begin using this tool?
*What obstacles are there to implementation?
*Special Education Services*Under what circumstances may it be
appropriate to determine eligibility as a Specific Learning Disability in Oral Expression or Listening Comprehension?
*MTSS
*SLD Guidelines
*Pattern of Strengths and Weaknesses
*ICEL/RIOT
*Agree or Disagree?*For students transitioning to middle
school, it’s best to change their eligibility from SLI to SLD in Oral Expression and/or Listening Comprehension so that they get the most appropriate programming possible.
*Agree or Disagree?*Using the Patterns of Strengths and
Weaknesses, a student is eligible for services under SLD in Oral Expression and/or Listening Comprehension when weaknesses are demonstrated using at least 4 different data sources (i.e. standardized assessment, classroom assessment, progress monitoring, etc...).
*Agree or Disagree?*Using the problem-solving approach for
SLD in Oral Expression or Listening Comprehension eligibility determination, we would need to demonstrate a lack of growth despite the implementation of multiple research-based interventions.
*Agree or Disagree?*If a student has an FSIQ of 100 and scored
a 69 on the CELF-4 in both expressive and receptive language, then this would be sufficient information to make them eligible for services as SLI or SLD in Oral Expression and/or Listening Comprehension.
*Agree or Disagree?*When a team is considering SLD in Oral
Expression or Listening Comprehension, only an SLP can utilize the Oral Expression and Listening Comprehension progress monitoring tool to determine a strength, weakness, or response to intervention.
*What are districts doing?
*What is the role of the SLP and Psychologist?
*When might the Oral Expression and Listening Comprehension progress monitoring tool be used?
*Feedback: Plans to Impact Student Learning
*With the introduction of Reading Street to my district this information helps me know how to interface more effectively.
* Incorporate more literacy-based skills/strategies into my screenings, assessment, goals, and intervention. Relate what I am already doing to stories/text-based interventions.
* I plan on using this with my 1st & 3rd graders immediately as a probe & text goal & session guide.
*Going to consider retell goals for caseload students coming up for IEPs.
* I can monitor the progress of my students much better!
*Research, talk with teachers on how they implement story retell in their instruction.
* I work with birth to 4 yrs. I am going to begin adapting books I use so nonverbal children can answer questions.
* I will be using the rubrics & pm tool to monitor if instructional strategies are working.
*Feedback: Plans to Impact Student Learning
*Use information as a resource when talking to teachers about strategies to use with students.
* I plan to increase my push-in intervention and team more with teachers.
* Use scripts in lesson plans.
* Start with my students and then go into the classroom.
* I really liked the ways to teach main idea & summarizing a paragraph.
* Talk to principal about “power writing”.
*Getting into the classroom & really finding out which teacher uses which reading system.
* I felt that today’s session meshed a lot of our previous MiBLsi/PLC learning. It brought some of the PD’s down to the instructional level.
*Common graphic organizer.
*Feedback: Impact School/District
*Fewer kids being eligible as SLI.
*Information can be shared with classroom teachers that will help develop language skills (such as requiring complete sentences).
*Information can assist me in working with teachers to give them concrete strategies to improve student’s oral & written language.
*To roll out at the Tier 1 level & blend into Reading Street.
*Providing information to teachers to help them understand the benefits of story retelling.
*I can use this info to benefit my IEP kids as well as all students.
*The teachers could use this so we would all be on the same “page” when we are talking about the students that need intervention.
*Feedback: Impact School/District
*Connecting language to school curriculum!
*Increase comprehension (listening & reading); increase reading skills; increase grades, etc.; increase ability to communicate & socialize.
*It gives me evidenced based DATA to support the suggestions to enrich teacher instruction and has increased my confidence to suggest changes.
*Presenter was helpful in helping me see things in a different way & get new ideas.
*Gives me confidence & evidence that SLPs collaborating with gen. ed. staff is a good thing.
*Feedback: Greatest Obstacle
*Time to review, process, then try it with my students & one or two teachers.
*Feeling competent in admin/scoring/goal setting for my caseload kids based on story retells.
*Not getting overwhelmed and having unrealistic expectations about implementation.
*Focus of intervention, school wide is currently phonics, fluency, phonemic awareness.
*Scheduling.
*Systems support for another method of screening & intervening.
*Focus to change the way I’m currently working.
*May need to look at different service delivery options.
*Time and good relationship with classroom teachers.
*Feedback: Greatest Obstacle
*Integrating it into existing curriculum.
*My confidence in myself to make this change.
*Taking it 1 step at a time.
*Analyzing what is needed at each grade level and in different classes. Buy in for upper grade (3rd & 4th) teachers.
*Creating a plan and implementing it. Changing my habits.
*Buy-in, administrative support.
*Don’t want to overwhelm teachers with too much new information.
*Myself…making a change.
*What makes a conversation “crucial” vs. typical?
*First, opinions vary
*Second, the stakes are high
*Third, emotions run strong
*How do we typically handle crucial conversations:
*Avoid them
*Face them and handle them poorly
*Face them and handle them well
*Why don’t crucial conversations tend to go well?
*Emotions tend to rule
*Body physically reacts
*We are under pressure
*We are stumped
*We act in self defeating ways
*Why it is important to master crucial conversation skills:
*Kick Start Your Career
*Improve Your Organization
*Improve Your Relationships
*Revitalize Your Community
*Improve Your Personal Health
*Learn to Look
*Look for when a conversation becomes crucial
*Look for silence (masking, avoiding, withdrawing) and violence (controlling, labeling, attacking)
*Learn to look for your own Style Under Stress
*Master My Stories
*Separate facts from stories
*Watch for three clever stories
*Victim, Villain and Helpless
*Tell the rest of the story
*Am I pretending not to notice my role in the problem?
*Why would a reasonable, rational, and decent person do this?
*What should I do right now to move toward what I really want?
*STATE My Path
*STATE:
*Share your facts
*Tell your story
*Ask for others’ paths (what)
*Talk tentatively
*Encourage testing (how)
*Am I really open to others’ views?
*Am I confidently expressing my own views?
*Explore Others’ Paths*Explore with added AMPPs:
*Ask
*Mirror
*Paraphrase
*Prime
*Am I actively exploring others’ views?