Monday, November 12, 2012TEC A-B-C, 8:30a.m.- 11:30 a.m.

*Professional Learning Community

Speech-Language Pathologists

&Psychologists

*AGENDA*Quick Review*Progress monitoring tool*Intervention

*Practical Application*Myth Busters Quiz*Best Practices & MTSS*ICEL/RIOT

*Implementation plans*Crucial Conversations*Next PLC: Problem-solving

*Quick Review:Progress Monitoring*Data collection method

*Both assessed with language samples obtained by retelling fictional narratives.*Oral Expression also assessed with scripts and

personal narratives.* Personal narratives: Endorsed as critical element of

elementary writing instruction.*Why retell? Naturally allows you to obtain

representative samples of narrative skills.*Obtain 3+, 2 minute language samples: Timing

starts when the student starts to talk

*Quick Review:Progress Monitoring*Scoring:

* Select longest sample for analysis*Quantitative measures: Total Words Spoken,

Communication Units (C-units)* C-units: Both number of c-units and average words per c-unit

*Total Words Spoken use: Low verbal output, screening and progress monitoring

*C-units: One complete thought, count grammatically incorrect utterances

*Mazes: Series of words that are not necessary for the c-unit (i.e., repetitions, “sentences” without subject and verb)

*Quick Review:Progress Monitoring*Norms:

* Personal Narrative: Examine structural pattern which corresponds to an age level and number of points

* Script: Examine components which corresponds to age/grade level

* Fictional Narratives: Examine story grammar which corresponds to an age/grade level; Progress scoring with point values assigned; Story comprehension for Preschool; Total words spoken

*C-units: Mean length with corresponding age*Mazes: Corresponding age/grade level based on %*And more….

*Quick Review:Intervention*Paragraph Shrinking*Comprehension:*Before: Pre-teach vocabulary, set objectives,

preview text and prime background knowledge, chunk text

*During: Ask questions, ID main idea, Map text structure elements, Visualizing, Model ongoing comprehension monitoring

*After: Integration of comprehension instruction, Planned review, Assess understanding (i.e., retell, story maps, CLOZE summary activity, etc…)

*Quick Review:Intervention*Summarizing*Explicitly teach comprehension strategies*Power Write writing activity*Students write for 60 seconds*Write about what they learned from passage

*Vocabulary Instruction: 2 years ahead*Teach vocabulary for language use that

students will be reading in 2 years *Read Alouds

*Feedback: Most Significant Information Gained*I really felt I could apply these ideas & methods to

my current caseload & make a meaningful difference. *The justification & explanation to give to parents,

teachers, or administrators about the connection between oral language skills & academics. *Excellent techniques for looking at evaluating

language skills in a curriculum-based model. *Ideas for language interventions that are more

relevant to children’s lives/future.

*Feedback: Most Significant Information Gained*How to implement the narrative & expository retells

into the general ed. classroom. *I feel that I have a more focused vision of what I need

to do to become a “member” of the school team. * Practical strategies to use with students. *Paragraph shrinking research. *Specific ways to teach vocab & story structure &

ways to adapt books to check for comprehension. *How to tie individual goals into more functional

meaningful context. *Using materials across grade levels.

*Feedback: Provoke Thinking & Affect Viewpoint* I’m going to change what I assess & how I approach goal writing

& classroom push-in. * I was looking for a way to access the ELA curriculum & this seems

to be my best option. *Helps me understand the language demands in the classroom and

how important our role is in helping students be successful. * Incorporating oral language is important for literacy development

in the classroom. * I’m wondering how retell is currently being utilized in my district

by gen. ed. staff. *This could potentially streamline my time with students to

determine if they need further intervention.

*Feedback: Provoke Thinking & Affect Viewpoint*Reinforced my views of the importance of using curriculum materials for

assessment and intervention. * It has given me the tools to begin new ways of approaching school

administration. * I need to change the way I’m providing therapy. *Gave me ideas for improving my instruction on retelling-identifying

starting points & progression. * It will change the way I work with kids. *We don’t have to change everything we are doing but just improve it. * Increasing oral expression with the classroom is a critical piece for

helping kids’ comprehension & written expression. *Made me think about how I can adapt materials to work on these skills

with my lower language students. * It helped me clarify a plan for my next step to implement. *Thinking about all my students & how I can make a difference

*Practical Application:Progress Monitoring Tool*How might this apply to your practice?*When would this tool be used?*Could this be helpful as part of a special

education evaluation?*What additional resources are needed to

begin using this tool?*What obstacles are there to

implementation?

*Special Education Services*Under what circumstances may it be

appropriate to determine eligibility as a Specific Learning Disability in Oral Expression or Listening Comprehension?*MTSS*SLD Guidelines*Pattern of Strengths and Weaknesses*ICEL/RIOT

*Myth Busters Quiz

*Agree or Disagree?*For students transitioning to middle

school, it’s best to change their eligibility from SLI to SLD in Oral Expression and/or Listening Comprehension so that they get the most appropriate programming possible.

*Agree or Disagree?*Using the Patterns of Strengths and

Weaknesses, a student is eligible for services under SLD in Oral Expression and/or Listening Comprehension when weaknesses are demonstrated using at least 4 different data sources (i.e. standardized assessment, classroom assessment, progress monitoring, etc...).

*Agree or Disagree?*Using the problem-solving approach for

SLD in Oral Expression or Listening Comprehension eligibility determination, we would need to demonstrate a lack of growth despite the implementation of multiple research-based interventions.

*Agree or Disagree?*If a student has an FSIQ of 100 and scored

a 69 on the CELF-4 in both expressive and receptive language, then this would be sufficient information to make them eligible for services as SLI or SLD in Oral Expression and/or Listening Comprehension.

*Agree or Disagree?*When a team is considering SLD in Oral

Expression or Listening Comprehension, only an SLP can utilize the Oral Expression and Listening Comprehension progress monitoring tool to determine a strength, weakness, or response to intervention.

*What are districts doing?

*What is the role of the SLP and Psychologist?*When might the Oral Expression and

Listening Comprehension progress monitoring tool be used?

*Implementation Plans Revisited

*Feedback: Plans to Impact Student Learning*With the introduction of Reading Street to my district this information

helps me know how to interface more effectively. * Incorporate more literacy-based skills/strategies into my screenings,

assessment, goals, and intervention. Relate what I am already doing to stories/text-based interventions. * I plan on using this with my 1st & 3rd graders immediately as a probe

& text goal & session guide. *Going to consider retell goals for caseload students coming up for IEPs. * I can monitor the progress of my students much better! *Research, talk with teachers on how they implement story retell in

their instruction. * I work with birth to 4 yrs. I am going to begin adapting books I use so

nonverbal children can answer questions. * I will be using the rubrics & pm tool to monitor if instructional

strategies are working.

*Feedback: Plans to Impact Student Learning*Use information as a resource when talking to teachers about

strategies to use with students. * I plan to increase my push-in intervention and team more with

teachers. * Use scripts in lesson plans. * Start with my students and then go into the classroom.* I really liked the ways to teach main idea & summarizing a

paragraph. * Talk to principal about “power writing”. *Getting into the classroom & really finding out which teacher uses

which reading system. * I felt that today’s session meshed a lot of our previous MiBLsi/PLC

learning. It brought some of the PD’s down to the instructional level. *Common graphic organizer.

*Feedback: Impact School/District

*Fewer kids being eligible as SLI. *Information can be shared with classroom teachers that will

help develop language skills (such as requiring complete sentences). *Information can assist me in working with teachers to give

them concrete strategies to improve student’s oral & written language. *To roll out at the Tier 1 level & blend into Reading Street. *Providing information to teachers to help them understand the

benefits of story retelling. *I can use this info to benefit my IEP kids as well as all students. *The teachers could use this so we would all be on the same

“page” when we are talking about the students that need intervention.

*Feedback: Impact School/District

*Connecting language to school curriculum! *Increase comprehension (listening & reading);

increase reading skills; increase grades, etc.; increase ability to communicate & socialize. *It gives me evidenced based DATA to support the

suggestions to enrich teacher instruction and has increased my confidence to suggest changes. *Presenter was helpful in helping me see things in a

different way & get new ideas. *Gives me confidence & evidence that SLPs

collaborating with gen. ed. staff is a good thing.

*Feedback: Greatest Obstacle

*Time to review, process, then try it with my students & one or two teachers. *Feeling competent in admin/scoring/goal setting for my caseload

kids based on story retells. *Not getting overwhelmed and having unrealistic expectations

about implementation. *Focus of intervention, school wide is currently phonics, fluency,

phonemic awareness. *Scheduling. *Systems support for another method of screening & intervening. *Focus to change the way I’m currently working. *May need to look at different service delivery options. *Time and good relationship with classroom teachers.

*Feedback: Greatest Obstacle

*Integrating it into existing curriculum. *My confidence in myself to make this change. *Taking it 1 step at a time. *Analyzing what is needed at each grade level and in

different classes. Buy in for upper grade (3rd & 4th) teachers. *Creating a plan and implementing it. Changing my

habits. *Buy-in, administrative support. *Don’t want to overwhelm teachers with too much new

information. *Myself…making a change.

*Next Steps?

*Implementation plans

Book by:By Kerry Patterson, Joseph Grenny, Ron McMillan and Al Switzler

*Crucial Conversations

*What makes a conversation “crucial” vs. typical?

*First, opinions vary*Second, the stakes are high*Third, emotions run strong

*How do we typically handle crucial conversations:

*Avoid them*Face them and handle them poorly*Face them and handle them well

*Why don’t crucial conversations tend to go well?

*Emotions tend to rule*Body physically reacts*We are under pressure*We are stumped*We act in self defeating ways

*Why it is important to master crucial conversation skills:

*Kick Start Your Career*Improve Your Organization*Improve Your Relationships*Revitalize Your Community*Improve Your Personal Health

*Learn to Look

*Look for when a conversation becomes crucial*Look for silence (masking, avoiding, withdrawing)

and violence (controlling, labeling, attacking)*Learn to look for your own Style Under Stress

*Make It Safe

*Have I established Mutual Purpose?*Have I maintained respect?

*Master My Stories

*Separate facts from stories*Watch for three clever stories*Victim, Villain and Helpless

*Tell the rest of the story*Am I pretending not to notice my role in the problem?*Why would a reasonable, rational, and decent person

do this?*What should I do right now to move toward what I

really want?

*STATE My Path

*STATE:*Share your facts*Tell your story*Ask for others’ paths (what)*Talk tentatively*Encourage testing (how)

*Am I really open to others’ views?*Am I confidently expressing my own views?

*Explore Others’ Paths*Explore with added AMPPs:*Ask*Mirror*Paraphrase*Prime

*Am I actively exploring others’ views?

*Move to Action

*Document who does what by when and follow-up*What is the plan from here?

*Next PLC Date

*Monday, December 17, 2012*8:30a.m.- 11:30a.m.*TEC A-B-C

*Topic: Problem-Solving

PsychologistsSocial WorkersSpeech-Language Pathologists

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