Monday, November 12, 2012 TEC A-B-C, 8:30a.m.- 11:30 a.m. Speech-Language Pathologists & Psychologists

* Quick Review * Progress monitoring tool * Intervention * Practical Application * Myth Busters Quiz * Best Practices & MTSS * ICEL/RIOT * Implementation plans * Crucial Conversations * Next PLC: Problem-solving

* 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

* 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)

* 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….

* 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…)

* 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

* 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.

* 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.

* 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.

* 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

* 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?

* 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

* 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.

* 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...).

* 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.

* 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.

* 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 is the role of the SLP and Psychologist? * When might the Oral Expression and Listening Comprehension progress monitoring tool be used?

* 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.

* 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.

* 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.

* 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.

* 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.

* 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.

* Implementation plans Implementation plans

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

* First, opinions vary * Second, the stakes are high * Third, emotions run strong

* Avoid them * Face them and handle them poorly * Face them and handle them well

* Emotions tend to rule * Body physically reacts * We are under pressure * We are stumped * We act in self defeating ways

* Kick Start Your Career * Improve Your Organization * Improve Your Relationships * Revitalize Your Community * Improve Your Personal Health

* 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

* Have I established Mutual Purpose? * Have I maintained respect?

* 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: * 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 with added AMPPs: * Ask * Mirror * Paraphrase * Prime * Am I actively exploring others’ views?

* Document who does what by when and follow-up * What is the plan from here?

* Monday, December 17, 2012 * 8:30a.m.- 11:30a.m. * TEC A-B-C * Topic: Problem-Solving Psychologists Social Workers Speech-Language Pathologists Please sign-out: SB-CEU’s