Speech & Language Professional Learning Community 8:30 a.m. – 11:30 a.m. 11/4/2011 Meeting Outcomes O A common understanding of SLP licensure and SBO O O O CEU opportunities A shared overview of explicit instruction, sensitive and specific assessments, and SLP “hot topics” Examples of SLP appraisal systems Networking- each SLP will make one new connection Working together to define this year’s PLC 2011-12 PLC #1: Friday, November 4th 8:30am-11:30am (CACC rooms 605 & 606) Agenda: O O O O O O O O O O Graduate Interns - Katie Strong, M.S.U. Licensure- Ellen Gehl, Ingham ISD C.E.U.s (P.L.C.s / intern supervision) Assistive Technology: I.E.P.s and beyond, Phil Booth, Ingham ISD Hottest CSD Topics & Fitting RtI into a Heavy Workload Great ideas Assessments that demonstrate sensitivity and specificity SLP appraisal (evaluation) examples / individual SLP goals examples, Pam Kliewer, Okemos Explicit Instruction Defining our PLC journey for 2011-2012 Graduate Student Interns O Katie Strong, M.A., CCC-SLP ASHA Program Director Communicative Sciences and Disorders M.S.U. Licensure for Speech-Language Pathologists O Ellen Gehl, MSHA 2011 Co-V-P for SLP-Public Schools (and our Ingham ISD SLP) O www.michiganspeechhearing.org SB-C.E.U.s: Nontraditional Activities O P.L.C. meetings O 3 hours long- sign in/sign out O Attend a minimum of 4 out of 6 P.L.C. meetings = 3.0 SB-CEUs O Supervising Graduate Interns / Mentors O The principal signature is a requirement of the state for the form. O You cannot fax the forms - originals need to be in the state files for audit Assistive Technology O Phil Booth, Assistive Technology Consultant, Ingham ISD O Technology ideas for supporting our students in reading, writing, speaking, listening Ipad Support Group O Ellen Gehl & Phil Booth O Piggybacking at least 2 PLCs Year in Review Speech & Language PLCs 2010-2011 O January 7th 1. SLP Role in the RtI Process (Example: Carmichael-Howell “The Amazing Race” (ASHA Website Search) 2. What is my current role in literacy? 3. A word from our speaker, Dr. Liz Crawford, Ph.D., CCC-SLP O February 24th 1. Dr. Liz Crawford: Literacy skill set and potential role of the SLP within a multilevel prevention RtI system. O February 25th 1. Dr. Liz Crawford: Began developing the potential role of the SLP at the building & district levels. 2. Next steps: Literacy & data-driven instruction (resources for evidence-based practices in reading). O May 16th Schools who have been successful with implementing new role for SLPs, share experience, success, and process What has worked, not worked with new role and being advocates? How has your role changed if at all? What activities have been successful? O In what ways has last year’s PLCs influenced your current thinking as a school-based SLP? O How has your role as an SLP evolved since last year? O Building and district- level evolution? O Success stories & challenges? Learning Walks: SLPs Learning Together O Handouts by Dr. Kevin Feldman (Improving Adolescent Literacy: Effective Classroom and Intervention Practices) O Group Discussion & Report Out: O In what ways do these handouts apply to the role of the SLP? O Identify ways in which these handouts can be put into practice. O www.scoe.org/reading O www.centeroninstruction.org O http://www.rtinetwork.org/ O Group Discussion & Report Out: O In what ways do these handouts apply to the role of the SLP? O Identify ways in which these handouts can be put into practice. -Learning walk observation -Sharing our tools with other SLPs -Sharing this information with staff to utilize SLPs more strategically -How are SLPs collaborating with classroom teachers on same goals as core reading programs- East Lansing -Active engagement- Anita Archer- www.explicitinstruction.org video clips to encourage active engagement in therapy sessions - Hottest CSD Topics O The ASHA Leader, March 15, 2011 How to Fit RtI into a Heavy Workload O The ASHA Leader, August 30, 2011 Great Ideas O Group Discussion Generate at least 3 “great ideas” to report out…(i.e. service delivery, data collection, scheduling, team process, intervention, organizational or time-saving tips, etc.) -Scheduling (block schedule arranged in June with principalgrade levels not in specials during a block of time. Service deliveryReading Street- pull out. Vs. push-in…teacher/principal influence). Start small- K scheduling success) - Targeting vocabulary-6 minute solution, students unable to read words they don’t know. Vocab exercises targeting specific words. - -Reading Street- vocabulary targeted during intervention - -Increasing active engagement-students graphing progress on graphs in speech folders. Where am I now..want to be next month… Assessments: Sensitivity & Specificity --CELF-4 --CELF-P --PLS-4 --TEGI --TELC-E --TNL --PEST --SPELT-3 --SPELT-P --TEEM Clinical Evaluation of Language Fundamentals-4 Clinical Evaluation of Language Fundamentals-P Preschool Language Scales-4 Test of Early Grammatical Impairment Test of Language Competence- Expanded Test of Narrative Language Patterned Elicitation Syntax Test Structured Photographic Expressive Language Test-3 Structured Photographic Expressive Language Test-P Test of Examining Expressive Morphology “Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?” Language, Speech, and Hearing Services in Schools, Tammie J. Spaulding, Elana Plante, & Kimberly A. Farinella SLP Appraisal and Individual SLP Goals Examples O Okemos PLC & Evaluation SMART Goal Example – Pam Kliewer, Okemos O Ingham ISD SLP Appraisal Example – Lori Torres O Rubric O Student Growth Plan O Student Growth Plan O Ingham ISD SLP Self-Assessment Rubric Bite-Sized “Hit & Runs” O Walking the talk…and talking the walk… O Defining the Role of the SLP Group Discussion: O List ideas and explicit statements that can be shared with others (staff, administration, parents, etc.) O These statements/ideas should be concise and designed to capture the interest and intrigue of others O The focus should be on ways in which to describe, define, expand our roles and demonstrate areas of SLP skill sets Explicit Instruction Effective and Efficient Teaching Anita L. Archer and Charles A. Hughes O Explicit instruction & identify possible concerns (p.1, 17-21) O Elements of explicit instruction 1-8 vs. The 6 teaching functions O Elements of explicit instruction 9-16 vs. The 6 teaching functions O The underlying principles of effective instruction & ways of optimizing instructional time O How to use the 6 principles & Research in general ed. O Research in special ed. & Recent government reports Dr. Anita Archer’s structured literacy instruction video series Success Stories & Challenges Success Stories & Challenges Defining our PLC journey: 2011-12 What are you hoping to gain from this year’s PLCs? Progress Monitoring Tool for Listening Comprehension and Oral Expression O Wendy Robinson, Assistant Director of Professional Development, Heartland AEA 11, “Response to Intervention for Curriculum-Based Language Concerns” O Rationale for curriculum based evaluation (Language) O Assessment should include language beyond the sentence level O Assessment should focus on what to teach and how to teach to improve academic outcomes for students O Assessment should link to successful strategies or teaching recommendations O Assessment should be as close to student’s age/grade and current curriculum level as possible Why is it important O Oral language skills are the foundation of literacy skills. The competency of a student’s language skills typically determine the competency of a student’s reading and writing skills…Wendy Robinson O The attainment of literacy skills is critical for academic and life success O 60-70% of preschool children with communication concerns are at-risk for literacy failure by grade two O Language and communication skills are considered the “hidden curriculum” in most schools (the common core has speaking and listening standards) …Wendy Robinson O Survey O Sign Out O Next Steps O Future PLC Website Happy Thanksgiving!