1. LiPS Program & Collaboration
By: paige Cochran, speech-language pathologist

2. Overview
This presentation will focus on not only collaboration with other special education professionals, but on the implementation of the LiPS program with 1st grade students

3. SLP Roles & Responsibilities in the School
Working Across All Levels — SLPs provide appropriate speech-language services in Pre-K, elementary, middle, junior high, and high schools with no school level underserved. (Note: In some states infants and toddlers would be included in school services.)
Serving a Range of Disorders —SLPs work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing. Myriad etiologies may be involved.
Ensuring Educational Relevance — The litmus test for roles assumed by SLPs with students with disabilities is whether the disorder has an impact on the education of students. Therefore, SLPs address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals.
Providing Unique Contributions to Curriculum — SLPs provide a distinct set of roles based on their focused expertise in language. They offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings.
Highlighting Language/Literacy — Current research supports the interrelationships across the language processes of listening, speaking, reading, and writing. SLPs contribute significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings.
Providing Culturally Competent Services — With the ever-increasing diversity in the schools, SLPs make important contributions to ensure that all students receive quality, culturally competent services.

4. LiPS
The Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech–Fourth Edition
The LiPS: Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech–Fourth Edition is a comprehensive multisensory program that uses explicit, systematic instruction to develop phonological awareness, decoding, spelling, and reading skills. The goal of LiPS is to develop fluent readers and competent spellers.

5. The LiPS Program

6. LiPS In Depth
The LiPS Program steps are: Setting the Climate for Learning, Identifying and Classifying Consonants, Identifying and Classifying Vowels, Tracking Simple Syllables and Words, Basic Spelling and Reading, Learning Sight Words and Expectancies, Tracking Complex Syllables and Words, Multisyllabic Words, and Reading and Writing in Context. To teach sound– letter associations, the LiPS tasks progress from articulatory movement to sound, then to letter. Through guided discovery techniques, students explore the physical movements involved in producing sounds and learn to hear, see, and feel the physical characteristics of sounds. This in-depth knowledge leads to the student’s ability to understand how words are constructed and to self-correct—essential skills for independent reading and spelling.

7. Collaboration
The 1st grade special education teacher came to SLP and asked about the LiPS Program and how to integrate into her lesson plans.
The SLP was somewhat trained on the LiPS Program and said she would help explain how to teach the different sounds.
The special education teacher and SLP decided to collaborate with students struggling to read and produce intelligible speech.

8. Delivery of Service
While most of the SLP’s caseload has minutes written for 20 minutes/6 x a month, the students selected to be in the LiPS program were seen minutes/5 x a week.
The intensive nature of the session met the RTI minutes for the special education teacher as well as the required minutes for speech-language therapy.
Initially, 3 1st grade students were selected to be in the program; one of the students left mid-year leaving 2 students in the group.
Unfortunately, all of the students in the group were on the “do not record/photograph” list

9. Outcome of LiPS Program
At the beginning of the program, each student had 5 letters in their vocabulary program; at its conclusion around December they were able to identity all letters as well as diagraphs.
The level of phonological awareness increased for each student, and they were able to:
Identify letters based on their sound
Identify the sound a letter makes when shown a letter
Sound out/read 3-5 letter words
Write a spoken word with the correct letters

10. What will happen next?
Based on the progress the students at TES made, the ECE director is contemplating buying an additional program for the ECE department at SCES.
The students who participated in the group are continuing to improve their speech sound production skills as well as their literacy and spelling skills.
Since the program was successful, the SLP and SPED teacher will be collaborating again in the school year with another group of selected students.

11. Questions?