PP10

Question 1

Did you know that if you are the sole service provider on a child’s IEP, you have to pick up some slack?

Answer 1

Present Level of Educational Performance Statement (PLEPS) must include:
Annual goals and objectives
Criteria for success
Summary of all SPLED services required
Summary of all related services (e.g., transportation) required
Statement of regular education participation (if any)
Justification for LRE

Question 2

What else must you include? (IEPs continued)

Answer 2

What else must you include?
Statement of accommodation needed for regular education classroom participation
Projected dates for initiation of services
Duration and frequency of services
Proposed date of review

Question 3

504 Plans

Answer 3

Derived from the Rehabilitation Act of ’73
Prohibits agencies that receive federal funds from discriminating on the basis of disability
May be used in place of IEPs for children who do not qualify for SPLED placement
SLPs must provide similar information for 504s as dictated by federal legislation for IEPs.

Question 4

What’s the Difference Between an IEP and a 504 Plan?

Answer 4

Look at screenshot/slide 6

Question 5

*Least Restrictive Environment (LRE) –

Answer 5

educational setting in which a student is provided with the least amount of support and/or programmatic modification without academic success being compromised.

Question 6

*Self-contained classroom –

Answer 6

*Self-contained classroom – A classroom in which all students have been identified as requiring SPLED services

Question 7

Inclusion –

Answer 7

*Inclusion – the process by which children should be placed in general education classes, whenever possible, and be provided with appropriate support/programmatic modification to maximize academic success.

Question 8

SLP

Answer 8

SLP – a professional qualified to diagnose, treat, and plan for the remediation of communication disorders

Question 9

Teachers –

Answer 9

Teachers – educational professionals who can be taught to target communication-based goals and help to generalize skills during academic pursuits

Question 10

Paraprofessionals –

Answer 10

Paraprofessionals – teaching assistants/aides that frequently support educational personnel

Question 11

Older or Same-Aged Peers –

Answer 11

Older or Same-Aged Peers – students that can provide appropriate speech and language models for the children that we treat

Question 11

Cooperative Learning Groups –

Answer 11

Cooperative Learning Groups – small or large groups of students that vary in age, gender, and skill levels that can promote pragmatic skills and academic success.

Question 12

Service Delivery Models

Answer 12

Clinical Model – “pull-out” or “push-in” therapy

Language-Based Classroom – self-contained language stimulation classroom (usually found) at the elementary school level

Resource Room Setting – SLP provides guidance to a multitude of students for a variety of academic support services

Question 13

Consultation and Collaboration

Answer 13

Consultation – helping teachers find new ways to increase student success in the academic setting

Collaboration – working with teachers to implement strategies that increase success in the academic setting

Question 14

Possible Consultative Suggestions

Answer 14

-Contextualize language
-Provide redundancy
-Decrease rate of presentation
-Decrease distractions
-Decrease stress placed on students
-Provide preferential seating

Question 15

Possible Collaborative Efforts

Answer 15

*Observe each other
*Set up primary and secondary teaching support
*Establish groups of students based on skill, then alternate teaching the groups
*Provide parallel teaching structure
*Divide areas of teaching by specialization
*Engage in appropriate lesson planning – SLP and academic goals/activities support each other

Question 16

What is Response to Intervention?

Answer 16

Response to Intervention (RtI) is a systematic and data-based method for identifying, defining, and resolving students’ academic and/or behavioral difficulties.

Question 16

Why Consult and Collaborate?

Answer 16

We provide services in the LRE.
We increase opportunities to interact with peers in a naturalistic setting.
We allow regular and SPLED teachers to view our roles in the context of the educational paradigm.
We increase generalization and success.
Our input may benefit all students, not just identified kids.
We become a more vital part of the educational community.

Question 17

Response to Intervention is the Practice of:

Answer 17

Providing high quality instruction and interventions matched to student need;
Monitoring progress frequently to make decisions about changes in instruction;
Applying student response data to important educational decisions;
Using learning rate over time and level of performance to make important educational decisions.

Question 18

RtI Research

Answer 18

The majority of the data is related to reading.
Data indicates that using RtI procedures optimizes outcomes for all students.
Studies show that not all students will be successful from RtI alone; those students who still struggle will need more intensive supports.
Learning disabilities do exist and will not be eradicated with RtI policies.

Question 19

RtI Research and Special Education Services

Answer 19

RtI is shown to reduce the number of students identified as
LD (Marston, Muyskens, Law, & Canter, 2003).
RtI is also linked with drop in overall number of special education placements (O’Connor, 2003).
RtI has led to a significant reduction in primary grades special education referrals and placement when used specifically for early intervention (K–3) programming (Tilly, 2003).
RtI does not eliminate or discount the presence of LD, but
is one important step in the process toward diagnosis and treatment (Speece, Case, & Molloy, 2003).
* SAT = Student Assistant Team

Question 20

Intervention

Answer 20

A strategy used to teach a new skill, build fluency in a skill, or encourage a student to apply an existing skill to new situation or settings

Question 21

Accommodation

Answer 21

Intended to help the student fully access the general-education curriculum

Question 22

Modification

Answer 22

Changes the expectations of what a student is expected to know or do and typically lowers the expectation for evaluation

Question 23

Tier I Interventions

Answer 23

*Tier I interventions are universal—available to all students.
*Teachers often deliver these interventions in the classroom (e.g., providing additional drill and practice in reading fluency for students with limited decoding skills).
*Tier I interventions are those strategies that instructors are likely to put into place at the first sign that a student is struggling.

Question 24

Tier II Interventions

Answer 24

Tier II interventions are individualized, tailored to the unique needs of struggling learners.
They are reserved for students with significant skill gaps who have failed to respond successfully to Tier I strategies.

Question 25

Tier III Interventions

Answer 25

The most intensive academic supports available in a school.
Are generally reserved for students with chronic and severe academic delays or behavioral problems.
-This is where SLPs will likely provide the most 1:1, didactic instruction.

Question 26

Common core standards?

Answer 26

Look at slide 24 pp 10

Question 27

Standards are Informed by:

Answer 27

Experience of teachers, content experts, states and leading thinkers; and
Feedback from the general public
Advisory group members: Achieve, ACT, The College Board, The National Association of State Boards of Education. and the State Higher Education Executive Officers.

Question 28

The CCSSs

Answer 28

Are aligned with college and work expectations;
Are clear, understandable, and consistent;
Include rigorous content and application of knowledge through high-order skills;
Build upon strengths and lessons of current state standards;
Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
Are evidence-based.