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

*Myth Busters Quiz

*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?

*Implementation Plans Revisited

*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.

*Next Steps?

*Implementation plans

Book by:By Kerry Patterson, Joseph Grenny, Ron McMillan and Al Switzler

*Crucial Conversations

*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

*Make It Safe

*Have I established Mutual Purpose?

*Have I maintained respect?

*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?

*Move to Action

*Document who does what by when and follow-up

*What is the plan from here?

*Next PLC Date

*Monday, December 17, 2012

*8:30a.m.- 11:30a.m.

*TEC A-B-C

*Topic: Problem-Solving

PsychologistsSocial WorkersSpeech-Language Pathologists

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