the slp's role in common core state standards - georgia
TRANSCRIPT
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The SLP’s Role in the Common
Core State Standards
Patti Howard, Lead SLP – Cherokee County School District
Superintendent – Dr. Frank R. Petruzielo
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Introduction
• The Common Core State Standards recognize
the role of oral language development as the
foundation of reading development.
• Language is the foundation for all learning.
• SLPs have an expertise in language
development.
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Introduction
• “Children’s oral language competence
is strongly predictive of their facility
in learning to read and write:
listening and speaking vocabulary and
even mastery of syntax set boundaries
as to what children can read and
understand no matter how well they
can decode.”
Catts, Adolf, & Weismer (2006).
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Introduction
• Therefore, the SLP plays an important
role in the success of students with
communication disorders
• The SLP can also play a role in the
success of all students
• We are not just the “Speech Teachers”
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Overview of Presentation • Define the linguistic demands of the
CCSS
• Review critical communication skills for
student success
• Overview of how speech and language
goals can incorporate the CCSS
• Provide information about tools for SLPs
• Discuss how SLPs can support teachers
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Common Core State Standards • Don’t define how to teach
• Designed to be robust and real world
• Higher emphasis on expository text
• Integrated model of literacy
• Insistence that instruction in reading, writing,
speaking, listening and language is a shared
responsibility throughout the school.
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Application of the CCC to SWDs • Students with disabilities must be challenged to excel
within the general curriculum and be prepared for
success in their post-school lives, including college
and/or careers. These common standards provide an
historic opportunity to improve access to rigorous
academic content standards for students with
disabilities. The continued development of
understanding about research-based instructional
practices and a focus on their effective
implementation will help improve access to
mathematics and English language arts (ELA) standards
for all students, including those with disabilities.
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Terms to Know
• Reading vs. Literacy
− Reading is print awareness, letter
recognition, phonological awareness,
phonics, encoding and decoding
− Literacy is the ability to read, write,
and speak so that one may function
on the job.
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Terms to Know
• Conversation vs. Academic Language
− Conversation consists of basic
communication skills. It is personal and
generally informal, contextualized
− Academic language is the language used
during instruction. It is impersonal and
formal as well as decontextualized
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Terms to Know
• Literature vs. Expository Text
− Literature – fiction
− Expository - nonfiction
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Nearly every standard relies on
underlying language skills.
Metacognitive Abilities
Linguistic Abilities
Related Cognitive Abilities
Metalinguistic Abilities
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Examples
• CCSS.ELA-Literacy.CCRA.W.9 Draw evidence
from literary or informational texts to support
analysis, reflection, and research.
• CCSS.ELA-Literacy.CCRA.SL.4 Present
information, findings, and supporting evidence
such that listeners can follow the line of
reasoning and the organization, development,
and style are appropriate to task, purpose,
and audience.
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CCSS and Underlying Language
• First Grade Literacy (Reading Literature): Ask and
answer questions about key details in a text.
• Fifth Grade Literacy (Reading Informational Texts):
Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from
the text.
• Eighth Grade Literacy (Writing): Use words, phrases, and
clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
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CCSS and Underlying Language
Define
Describe
Ask and Answer
Compre-hend
Explain
Compare and
Contrast
Analyze
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Critical Communication Skills
• Basic Language skills (syntax, semantics,
phonology)
• Complex language skills (comparing,
narration, exposition)
• Comprehension of Complex Sentence
Structures
• Understanding Inferences
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SLPs Support Language Skills
• SLPs have fundamental expertise in evaluating
and remediating communication, language,
and critical thinking skills
• SLPs Scope of Practice includes contributing to
the literacy achievement of students with
communication disorders as well as students at
risk for failure
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The Big Three for SLPs
• Language Standards
• Listening and Speaking Standards
• Reading Standards
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Language Anchor Standards
• Conventions of Standard English
• Knowledge of language
• Vocabulary acquisition and usage
SLPs are trained to help students
learn grammar (syntax), sentence
structure, vocabulary and conversation.
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Listening & Speaking Anchor
Standards
• Comprehension and collaboration
• Presentation of knowledge and ideas
SLPs are trained to teach language
skills such as discourse, pragmatics,
describing, retelling, summarizing, and
presenting
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Reading Anchor Standards
• Key ideas and details
• Craft and structures
• Integration of knowledge and ideas
• Separate standards for reading Literature vs.
Informational text
Comprehension, narratives, questions,
summarizing, analyzing, inferences, story
elements
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Tools for Assessment
• Narratives
• Progress Monitoring for Story
Retell tasks
• Curriculum-based Assessment
of Oral Language
• GO SSLP Checklists
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Tools for Supporting Language
• Story Grammar Markers
• iPad apps
• Graphic Organizers
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Aligning Goals to CCSS • According to the CCSS, each SWD should have
an IEP “which includes annual goals aligned
with and chosen to facilitate their attainment
of grade-level academic standards.”
• Spiral nature of the standards – work backwards
• Unpacking the standards (Power-deFur &
Flynn).
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Steps for Aligning Goals
(Unpacking the Standards)
1.
• Review the content standards for the student’s current grade and previous grades.
• Focus on the skills underlying the standards.
2.
• Examine the data.
• Determine where the student is performing in relation to the standards.
3.
• Review the student’s IEP and PLOP
• Review the annual goals, accommodations and modifications.
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Steps for Aligning Goals
(Unpacking the Standards)
4.
• Review classroom instructional materials
• Determine how the classroom materials can be integrated into therapy sessions
5.
• Collaborate with teachers
• Strategies and supports for mastering skills work best when both teachers and SLPs are using them
6.
• Design and implement intervention
• Develop speech-language intervention lesson plans that target the identified curriculum measures
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More Hints for Standards-Based
IEPs • Establish measurable goals.
• Determine most appropriate assessment
option
• Identify the specially designed instruction
required to meet the goals
• Assess progress throughout the year
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SLPs Support Teachers
• Collaboration
• Education/In-services
• Incorporate curriculum into individual
speech and language sessions
• Consult with teachers
• Provide interventions and data collection
procedures for struggling students.
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SLPs Support Teachers
• Support curriculum mastery
• Provide information regarding normal language
development
• Explain and clarify language issues associated
with the standards
• Determine if behavioral and/or academic
problems are language based.
• Help teacher learn to scaffold.
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Example
• Kindergarten level
book
• “I am a penguin
baby.”
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Summary
• SLPs must become knowledgeable of the
CCSS
• SLPs and teachers need to work together to
coordinate supports
• SLPs should increase services in regular
education setting
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Summary
• SLPs should increase the relevance of
therapy to the curriculum – Re-envision
interventions from an academic perspective
• Align speech/language goals with the CCSS
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Resources
• www.corestandards.org
• www.gadoe.org
• www.gosslp.org
• www.asha.org
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Questions?
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References
• Blosser, J., Roth, F.P., Paul, D.R., Ehren, B.J.,
Nelson, N.W., & Sturm, J.M. (2012). Integrating the
Core. ASHA Leader.
• Catts, H.W., Adolf, S.M., Ellis Weismer, S. (2006).
Language deficits in poor comprehenders: A case for
the simple view of reading. Journal of Speech,
Language, and Hearing Research, 49: 278-93.
• Lozo, D. (2012). Using the common core: What SLPs
need to Know. GO SSLP Newsletter. Atlanta, GA:
Georgia Organization of School-Based Speech-
Language Pathologists. Vol 28.
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References • Moreau, M. R. (2012). The “Core” of the Core.
Mindwing Concepts; Springfield, MA
• Power-deFur, L. (2012). Unpacking the standards for
intervention. Perspectives on School-Based Issues; 13
(1), 11-16.
• Rudebusch, J. (2012). From Common Core State
Standards to standards-based IEPs: A brief tutorial.
Perspectives on School-Based Issues; 13 (1), 17-24.
• Schraeder, R. (2012). Literacy, Common Core State
Standards and the school-based speech/language
pathologist: Making sense of it all. Perspectives on
School-Based Issues; 13 (1), 3-10.