1. LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District January 15, 2016 Valerie Flemming, MA CCC-SLP Anna Freeman, MA CCC-SLP LEADERS IN LITERACY CONFERENCE

2. Classroom Teachers, SPED Teachers, Reading Interventionists, SLPs, and Literacy: Say What!?!?! Valerie Flemming, MA CCC-SLP vflemming@acpsd.net Anna Freeman, MA CCC-SLP afreeman@acpsd.net LEADERS IN LITERACY CONFERENCE

3. Essential Questions & Outcomes EQ: Should Teachers and SLPs collaborate to improve literacy in the schools and how could this be implemented? Outcomes: (1) Give at least three reasons why teachers and SLPs should collaborate to improve literacy. (2) List at least three ways the SLP could help the classroom teacher. (3) List at least three ways classroom teachers could help the SLP. (4) List at least three ways both (Teachers & SLPs) benefit from this collaboration.

4. Parking lot! Sticky notes available Pens available Please ask any questions that are for the good of the group Other questions go on “Parking Lot”

5. PRACTICAL INTERVENTION & CONSULTATION STRATEGIES FOR SPEECH- LANGUAGE PATHOLOGISTS (adapted from readingresource.net: Katie and Steve) We are one! Collaboration with “classroom teacher” and speech-language pathologists. Roadblocks that inhibit classroom teachers and speech-language pathologist. New Journey.

6. PRACTICAL INTERVENTION & CONSULTATION STRATEGIES FOR SPEECH- LANGUAGE PATHOLOGISTS ACTIVITY

7. STEVE’S RECOMMENDED BOOKS (READINGRESOURCE.NET) Steve and Katie Say YES!! McGuiness, D, PhD. (1997). Why Our Children Can't Read And What We Can Do About It. New York: The Free Press. ISBN# 0-684-83161-9 A required text for the school methodology class I teach in the Speech and Hearing Science Department at The Ohio State University. An easier read, Reading Reflex resulted from the research outlined in Why Our Children Can't Read. If you are not one for mental gymnastics, this book offers an alternative to Why Our Children Can't Read. McGuiness, C., & McGuiness, G. (1999). Reading Reflex, The Foolproof PhonoGraphix Method for Teaching your Child to Read. New York: Fireside. ISBN# 0-648-85367-1

8. Literacy and your school SLP. Say Yes! Rationale: Spoken Language + written language = Literacy… (a) Spoken language= foundation; (b) Reciprocal relationship (c) Areas of difficulties (d) Instruction (ASHA 2001)

9. Yes continued…….. Why should SLPs be involved in literacy development? As many as half of all poor readers have an early history of spoken-language disorders. Catts et al. (1999) reported that 73 percent of second grade poor readers had had either phonemic awareness or spoken language problems (or both) in kindergarten. (ASHA 2001)1999 So if 50% of poor readers have an early history of spoken- language disorders there is no doubt SLPs need to get involved with literacy prevention and identification. This is one of those Work Smarter, Not Harder moments. Here’s how to include literacy in your day-to-day.

10. Yes continued…….. Start Literacy Game/Activity! 1. Oral first: “I Spy something… You use it to… What is it? 2. Write/Say sentence… (Describe an item/object…) *We can incorporate color words, categories, and number sense.

11. School Based Implications: (Excerpts from http://thespeechroomnews.com/2013/07/slps-and-literacy.htmlhttp://thespeechroomnews.com/2013/07/slps-and-literacy.html Goals should be written that support direct reading instruction. Write aligned goals with the intervention specialist that develop a skill in one domain (i.e.: spoken language) that is then transferred to another domain (i.e.: writing). When goals are aligned for speaking/reading/writing, use the same language for instruction. Be involved in full initial evaluations and Response to Intervention Meetings.

12. School Based Implications Cont’d. Identify at-risk students. Bring a different perspective to the discussion table. Educate parents. Embed literacy into all areas of treatment. Students with speech and language impairments are at high risk for literacy difficulties.

13. What’s Your Role?

14. Define the Roles & Responsibilities of Colleagues To Define Your Role In Literacy Learning Excerpts from: What Teachers Know that SLPs Don’t Know About Literacy (and vice versa) Examples: Classroom Teachers Primary role in teaching children to read and write Implement adopted curriculum Provide instruction to address district and state standards Evaluate children’s curriculum mastery Whole class and small group instruction Limited opportunity to individualize instruction

15. Define the Roles & Responsibilities of Colleagues… Cont’d. Examples Cont’d. Reading Specialists Small group instruction with struggling readers Support, supplement, extend classroom instruction May implement an alternative curriculum or program Identify struggling readers and those resistant to instruction

16. Define the Roles & Responsibilities of Colleagues… Cont’d. Examples Cont’d. Special Educators Early Intervening: struggling readers Work with children eligible for special education Provide direct, primary instruction for some children Provide supplemental instruction to some children who receive majority of instruction in classroom May implement regular curriculum or alternative curricula

17. So…What’s Left For SLPs? Do not supplant or replace other educators Supplement, augment Provide a unique contribution to the team’s effort to enhance literacy instruction –Advocate for the unique needs of children with SLI/NLI –Early intervening services, especially phonological awareness Facilitate emergent literacy and conventional literacy Work with children across several consecutive years

18. So…What’s Left For SLPs? Cont’d. Work Individually With Children In Assessment And Instruction SLPs are trained to look at a child from many different perspectives to consider: –Where difficulties lie –Why child is struggling, etc. SLPs can: –Determine instructional strategies, scaffolding, and modifications to enhance success –Individualize instruction –Work one-on-one: a luxury not often afforded other team members

19. So…What’s Left For SLPs? Cont’d. Scaffolding Gone awry!

20. So…What’s Left For SLPs? Cont’d. Preventing Written Language Problems Work with others in direct or indirect roles to ensure that young children have opportunities to participate in emergent language opportunities Assure that older children with developmental delays or multiple disabilities have access to such activities Support emergent literacy and prevent literacy problems – Joint book reading –Environmental print awareness –Conventions/concepts of print –Phonological awareness –Alphabetic/letter knowledge –Sense of story –Adult modeling of literacy activities –Experience with writing materials

21. So…What’s Left For SLPs? Cont’d. Early Identification Of Written Language Problems Design literacy-sensitive early identification activities Help teachers and other professionals with early recognition of language factors associated with later literacy problems Collaborate with other professionals to identify risk factors Consult with others regarding when diagnostic assessments are needed Identification of literacy problems among older students

22. So…What’s Left For SLPs? Cont’d. Early Identification Of Written Language Problems Cont’d. Educate other professionals regarding risk factors involving all language systems Participate on pre-referral child study teams Recognize added literacy risks for children being tested for spoken language difficulties Interview students, parents, teachers about curriculum-based language difficulties Monitor classroom progress and other situations that justify formal referral Suggest dynamic assessment strategies to identify language difference/disorder root

23. So…What’s Left For SLPs? Cont’d. Expanding)Expression)Tool)) (adapted'from'the'EET'created'by'Sara'L.'Smith) ) )

24. So…What’s Left For SLPs? Cont’d. Resource File (worksheets/activities: Informational text, vocab., writing, etc.) Any Questions???

25. Conclusion Marked improvements in literacy are possible when classroom teachers, SPED teachers, reading interventionists, and SLPs all collaborate to help meet the vast needs of “our children.”

26. ASHA VISION AND VALUES SERIES A series devoted to promoting clinical educational excellence in the schools. Secord, W. A. (2007, April 17). Vision and Values: What Works? : A Four-Part Series on Promoting Clinical Educational Excellence in Schools. The ASHA Leader. Secord, W. A. (2007, April 17). Vision and Values: What Works? : A Four-Part Series on Promoting Clinical Educational Excellence in Schools. The ASHA Leader. Montgomery, J. K. (2007, April 17). Imagining a "Second Time Around" in School-Based Practice. The ASHA Leader. Montgomery, J. K. (2007, April 17). Imagining a "Second Time Around" in School-Based Practice. The ASHA Leader. Ehren, B. J. (2007, May 08). SLPs in Secondary Schools: Going Beyond Survival to "Thrival" : Second in a Four-Part Series on Educational Leadership. The ASHA Leader. Secord, W. A. (2007, May 29). Learning the Deep Structure: Elements of School-Based Leadership. The ASHA Leader. Ehren, B. J. (2007, May 08). SLPs in Secondary Schools: Going Beyond Survival to "Thrival" : Second in a Four-Part Series on Educational Leadership. The ASHA Leader. Secord, W. A. (2007, May 29). Learning the Deep Structure: Elements of School-Based Leadership. The ASHA Leader. Griffin, S. M. (2007, May 29). From One Student to an Entire District : Advocacy Transforms Literacy Instruction, Raises Student Achievement. The ASHA Leader. Griffin, S. M. (2007, May 29). From One Student to an Entire District : Advocacy Transforms Literacy Instruction, Raises Student Achievement. The ASHA Leader. Wolf Nelson, N. (2007, June 19). "Be-Attitudes" for Managing Change in School-Based Practice : Last in a Four-Part Series on Educational Leadership. The ASHA Leader. Wolf Nelson, N. (2007, June 19). "Be-Attitudes" for Managing Change in School-Based Practice : Last in a Four-Part Series on Educational Leadership. The ASHA Leader. Secord, W. A. (2007, June 19). Epilogue: Leading from the Heart. The ASHA Leader. Secord, W. A. (2007, June 19). Epilogue: Leading from the Heart. The ASHA Leader.

27. Essential Questions & Outcomes EQ: Should Teachers and SLPs collaborate to improve literacy in the schools and how could this be implemented? Outcomes: (1) Give at least three reasons why teachers and SLPs should collaborate to improve literacy. (2) List at least three ways the SLP could help the classroom teacher. (3) List at least three ways classroom teachers could help the SLP. (4) List at least three ways both (Teachers & SLPs) benefit from this collaboration.