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Schools II

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by

Sarah Holden

on 12 April 2011

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Transcript of Schools II

SLPs
in
Schools CSD Graduate Trends Caseload Characteristics ASHA 2008 Schools Survey Service Delivery 22 hours traditional, "pull out"
8 hours classroom-based/collaborative/consultative services
5 hours self-contained classrooms or resource room Hot Topics &
Lingo You Should Know Directly Impacted By...
The school
Trends in special education
The law (LRE) IDEA 2004
(Individuals with Disabilities Education Act) LRE
(Least Restrictive Environment) RT I MULTI-TIERED approach to providing instruction, services and interventions at increasing levels of intensity to struggling learners PREVENTION of learning difficulties

INTERVENTION when students do not learn at the expected rate for grade level

IDENTIFICATION of students who need intensive intervention in addition to classroom instruction High quality, research based instruction

Universal screening

Intervention at increasing levels of intensity

Integrated system of assessment and data collection

Monitoring of student progress to support decision making Prevention + Intervention + Identification = RT I Caseload Composition:Top 5 Possible
SLP' Roles in RT I Tier 1 Universal screening
Provide info. to parents and teachers to support students with communication development
Participate on "problem solving team" to review screening results and progress data
Professional development on the language basis of literacy and learning Tier 2 Assist with selection of scientifcally based literacy interventions
Provide articulation/language specific tier 2 intervention programs
Disseminate EBP for speech and language related tier 2 intervention Tier 3 Participate in all tier 2 activities to determine when to refer to special education for speech and language disabilities

Most intensive, individualized In a nutshell... Prevention
+
Intervention
+
Identification
_____
RT I RT I is a dramatic redesign of general and special education
and
it has the potential to greatly impact how we do our jobs How does this impact
service delivery?
caseload/Workload? Top 5 Challenges In Schools ? ? ? #1: Paperwork
#2: Lack of time for planning,
collaboration, and meeting with teachers
#3: Caseload Size
#4: Time for individual sessions
#5: Lack of understanding of SLP role 3:1 Model Law ensuring services to children with disabilities
Governs how states/public agencies provide early intervention, special education, and related services to children RT I is based on... Caseload Size Average = 50
Maryland = 45
Virginia = 55 ? ? ? ? ? ? ? ? Language Impairment (23)
Articulation/Phonological Disorders (22)
Learning Disabilities (15)
Literacy (15)
MR/Developmental Disability (8) ~80% of SLPs still use a caseload approach (ASHA 2008 Survey) Identify at-risk children early in their academic career rather than when they demonstrate significant and prolonged periods of failure GOAL Historic Problems In Special Ed... #1: Overidentification

#2: Many children with "disabilities" have not received appropriate instruction

#3: Separation of special education students from general education

#4: Weak relationship between instructional practices in special education and regular education

#5: Limited emphasis on early identification

#6: Dispropotionality What is RT I? (ASHA Schools Survey 2008) Group Brainstorm
and
Questions Special Education Process 1. Referral/Child identified as having difficulty

2. Evaluation

3. Eligibility Determined

4. Child is found eligible for services/IEP created

5. IEP meeting scheduled


6. IEP signed and parents give consent


7. IEP implemented in school/LRE


8. Progress measured and reported to parents


9. IEP is reviewed annually


10. Re-Evaluation (Every 3 Years) According to ASHA, 43% of graduates
first employment setting is in in a school. (2007-08)

Approximately 50% of GW graduates first employment setting is a school.
(Last 5 years) IEP Lingo and SLP's Role LEA
(Local Education Agency) Transition Services ESY
(Extended School Year Services) Included after 14 years of age
Set of activities to move the student into post-school activities Synonym for a school district Extension of services beyond the normal school year in order to meet IEP goals To the MAXIMUM EXTENT POSSIBLE children in public or private institutions are educated with children who are nondisabled

Special classes or removal of children with disabilities from the regular ed environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of aids and services cannot be achieved satisfactorily You are an SLP working in an elementary school with a pre-k program. You deliver services through a combination of “pull-out” individual/group therapy, and “push-in” services during literacy academic blocks to address goals for vocabulary and comprehension. You typically coordinate with the classroom teachers before school on days you will be in their classroom. The teachers you work with have welcomed you into their classrooms and are interested in what you do. However, you feel ineffective in addressing your children’s goals in the classroom and often feel more like a teacher’s assistant than an SLP. What should you do? You are an SLP working in a private school with children in grades K-5. The teachers have asked that you not pull students for therapy during recess or academic blocks. You are feeling overwhelmed and frustrated with your workload and are having difficulty finding time to plan between all of the schedules that you have to accommodate. What do you do? You recently accepted your first job in an elementary school. When reviewing Timmy’s IEP, you notice that it indicates that he should receive classroom-based services to address reading comprehension difficulties. You approach Timmy’s teacher after school to introduce yourself and to coordinate a time to see him in the classroom. The teacher promptly tells you that she has been teaching reading for over 25 years and that Timmy is just a “difficult child”. She also tells you that the last speech-language pathologist just pulled Timmy out of the classroom to work on his goals. You infer from this conversation that she would prefer that you do the same but his IEP indicates 30 minutes of service per week should be collaborative. What do you do? You are an SLP working in a school in a larger district where there is currently no significant SLP shortage. Part of job involves providing services to a few children in a special education early childhood preschool program. You typically see these students 2 x/week for a total of 4 to 8 direct therapy hours per month.
You have recently been instructed by your administrator not to record the time you see the children under “direct services” on their IEPs. The administrator feels that since all the students in classroom receive your services as a part of the “program”, it should not be specified on a service page or counted toward your caseload. How would you respond? Collaboration Consultation Individual & Group Treatment SLP serves as a resource for other professionals working directly with the child
Goals primarily implemented by the classroom teacher SLP works with teacher to integrate goals into curriculum
Goals may be implemented by the classroom teacher or SLP (i.e.,teach a lesson, small groups) Self-Contained Classroom 3:1 Model
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