Perry Flynn pfflynnuncgedu Lynne Loeser lynneloeserdpincgov The Process Assessment A Variety of Assessment Tools Observations Benchmark testing Universal screening results Classroom work samples ID: 272674
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Slide1
Considerations for Determining and managing SLD in Listening Comprehension and Oral Expression
Perry Flynn
pfflynn@uncg.edu
Lynne Loeser
lynne.loeser@dpi.nc.govSlide2
The ProcessSlide3
Assessment
A Variety of Assessment Tools
Observations
Benchmark testing
Universal screening results
Classroom work samples
Language samples
Checklists
Standardized assessments
Dynamic Assessment (
RtI
/ MTSS)
Social and Developmental HistorySlide4
3 Components of RtI/
MTSS and the SLP’s role in each
4Slide5
How SLPs provide RtI/ MTSS interventions
Interventions are the gateway to special education for every one
For mild artic, voice, fluency, language SLPs may provide interventions even in a pull out situation and “fix” kids and determine them not eligible for special education.
SLPs may not mix students receiving interventions with those receiving special education
5Slide6
The SLP’s roleAt the level of the Common Core/ differentiated instruction
At the level of supplemental supports
At the level of intensive interventions
In Special Education
6Slide7
Layering of Support
Differentiated Core
Supplemental Support
Intensive Support
7Slide8
Core
4
Supplemental
Intensive
Student Needs
Assessment
Universal Screening for ALL students 3x per year
Progress Monitoring
1-2x per month
Diagnostic Assessment (dynamic assessment)
Progress Monitoring
1-2x per weekSlide9
Traditional Approach (Discrepancy model)
General Education
Special Education
Severity of Problem
Amount of
Resources
needed to solve problem
Sea of
Ineligibility
Slide created by Dale Cusumano, Ph.DSlide10
Problem Solving
10Slide11
Psycho-Educational Assessments
Wechsler Individual Achievement Test (WIAT-III)
Woodcock-Johnson III (WJ-III)
Kaufman Test of Educational Achievement (K-TEA 3)
Others to gather additional specific information:
Key Math 3
Test of Early Reading Ability (TERA), TEMA, TEWL
CTOPPSlide12
Speech-Language Assessments
Expressive:
CELF
Language Sample
OWLSSlide13
Speech-Language Assessments
Receptive:
CELF
TAPSSlide14
The ProcessSlide15
Eligibility Possibilities
Specific Learning Disability (SLD)
Speech Language Impaired (SI)
Specific Learning Disability with Speech-Language Impaired as a related service
Speech-Language Impaired primary with some services/ collaboration provided by the LD specialist
SLD primary and SI as secondary area of eligibility
HOW do you determine?
That is THE question!Slide16
Specific Learning DisabilitySlide17
Specific Learning DisabilityIDEA 2004
“a disorder in one or more of the basic psychological processes involved in
understanding or in using language
, spoken or written, that may manifest itself in the
imperfect ability to listen,
think
, speak,
read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and
developmental aphasia.”Slide18
Disorders Not Included
“…does
not
include learning problems that are
primarily
the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” Slide19
Dyslexia
“…a specific learning disability that is neurologically based and characterized by difficulties with decoding and encoding that are the
result of a deficit in the phonological component of language
and is often unexpected in relation to other cognitive abilities and effective classroom instruction, secondary consequences may include problems in comprehension.”
Research Definition-IDA, 2002Slide20
Speech or Language Impairment
A communication disorder, such as an impairment in fluency, articulation,
language
,
or voice/resonance
that adversely affects a child's educational performance
.
Language may include function of language (pragmatic), the content of
language (semantic), and the form of language (phonologic, morphologic, and syntactic systems).A speech or language impairment may result in a primary disability or it may be secondary
to other disabilities.articulationSlide21
Reading is a multifaceted skill, gradually acquired over years of instruction and practice
.
The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
SKILLED READING:
fluent execution and
coordination of word
recognition and text
comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent coordination of word reading and comprehension processesSlide22Slide23
Guiding Questions
Are academic content areas significantly impacted to the extent they require specially designed instruction?
Which areas of academic performance are being most impacted by language difficulties?
Has
the student received appropriate intervention to improve any academic skill deficit? What does the progress monitoring data show?
Has the student received appropriate intervention to improve oral expression or listening comprehension? What does the progress monitoring data show?
How can interventions/instruction for oral expression and listening comprehension be anchored in curriculum?
Slide24
Review of Present LevelsSlide25
Present Level of Academic Achievement and Functional Performance (PLAAFP)
Current
Relevant
Objective
Measurable
Understandable
Related to one academic or functional domain
Related to progress in general
education
Litmus tests: Can another SLP take the PLAAFP and immediately see the student? Can someone match the random statement to the student?Slide26
Final Determination
Which disability category is the strongest match with the student’s greatest areas of need?
The final determination of primary disability is made by the multidisciplinary eligibility team and is based on the body of evidence. Slide27
The ProcessSlide28
Common Core State Standards
English Language Arts/ Speaking and Listening
Social Studies
Science
MathSlide29
Bloom’s Taxonomy
29Slide30
Bloom’s Taxonomy, cont.
Applying
: can the student use the information in a new way? (choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. )
Understanding
:
can the student explain ideas or concepts? (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase)
Remembering
:
can the student recall or remember the information? (define, duplicate, list, memorize, recall, repeat, reproduce
state)30Slide31
Bloom’s Taxonomy
Creating
:
can the student create new product or point of view? (assemble, construct, create, design, develop, formulate, write
.)
Evaluating
: can the student justify a stand or decision? (appraise, argue, defend, judge, select, support, value, evaluate
)
Analyzing: can the student distinguish between the different parts? (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test)
31Slide32
Analyze a StandardBloom’s Taxonomy
Syntactic Implications
Semantic Implications
Morphologic Implications
Pragmatic Implications
Phonological Implications
32Slide33
Some Examples
Speaking and Listening
Grade 3 Comprehension and Collaboration:
#2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (p.24)
Language
Standards
Grade
1 Vocabulary Acquisition and Use
- #5.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (p.27)
33Slide34
Some Examples
Writing/ Text Types and Purposes W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim and organize the reasons and evidence clearly
Support claim with clear reason and relevant evidence, using credible sources…
Use words, phrases and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style
Provide a concluding statement or section that follows from the argument presented Slide35
One more…
Language/ Vocabulary Acquisition and Use L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Distinguish the literal and nonliteral meanings of words and phrases in context
Identify real-life connections between words and their use
Distinguish shades of meaning among related words that describe states of mind or degrees of certaintySlide36
Let’s practice
Speaking and Listening/ Comprehension and Collaboration Grade 2
1
. Participate in collaborative conversations
with diverse
partners about
grade 2 topics and
texts
with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g
., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their
comments to
the
remarks of others.
c
. Ask for clarification and further
explanation as needed
about the
topics
and texts
under discussion.
36Slide37
The ProcessSlide38
Measurable Annual Goals
Flow
from the PLAAFP
Include
givens/conditions
Address
one skill/domain area
Tie
to the educational standards
Describe observable learner performance
Contain
measurable criteria for acceptable level of student
performance
Mastery component
Can be accomplished within duration of IEPSlide39
Write some goalsSlide40
The ProcessSlide41
Collaboration
T
erritorial silos to blended expertiseSlide42
Service Providers
Do students meet the three prongs to eligibility for primary services?
Disability
Negative impacts academic achievement or
functional
performance
Need specially designed instruction of the SLP
Do students meet the definition of a related service? They require speech to fully meet the goals/ fully access services in the primary areaSlide43
Least Restrictive Environment
Classroom,
Cafeteria
Playground,
Art
Physical education
Job sites off campus
Field trips
Speech closet“Blast” or “burst”Slide44
The IDEAL IEP Process
Interview teachers/ students to learn what educational standards kids can and can’t do
Analyze the things they can’t do from the SLP’s lens
Capitalize on strengths to meet needs
Collaboratively (with parent….input) author goals, Maybe circulate a DRAFT.
Finally, determine service delivery providers and least restrictive environment (“
the buffet is open”)Slide45
The ProcessSlide46
Data Collection
Should be meaningful to all parties
Kids can keep their own data
Agree on a system that EVERYONE can live with
4 independent
3 prompted
2 modeled
1 did not occur
We are not the sole collectors/ keepers of dataSlide47
Some Ideas
Consult that Common Core Standards in Language for expressive or receptive goals and create activities that focus on the expressive or receptive aspects of languageSlide48
The “Language Lens”
Syntax
Semantics
Morphology
Pragmatics
PhonologySlide49
Plan some therapy
Create
a couple
activities that represent differentiated instruction for this case study based on the theme/ content/ media provided that could be targeted in an environment other than the “speech closet”.