Classroom-Based Intervention Strategies for the SLP

1. Classroom-Based Intervention Strategies for the SLP Shelly Wier, M.S., CCC-SLP Easter Seals Outreach Program (501) 221-8415 swier@ar.easter-seals.org

2. Study Skills • Lists of techniques or behaviors • Term often misused in describing learning strategies • Neglect the metacognitive and self-directed aspects of learning • Assumes automatic generalization

3. Learning Strategies • Any approach that helps students learn in a specific situation. • A means for effective learning, not an end in themselves. • Focus on basic cognitive processes of effective learners.

4. Cognitive Processes ofEffective Learners

5. Strategic Readers

6. At-Risk Learners • Must be explicitly instructed in the development and use of a variety of strategies for learning. • Must be helped in discovering what strategies work best for them and when to use them.

7. Reading and Language Arts • A pervasive manifestation of language in the curriculum. • Given professional role and responsibilities. • More classroom-based strategies available in the reading literature. • They told me to.

8. Layers of Learning

9. Seven Types of Strategies 1. Preparing for Reading 2. Reciprocal Teaching 3. Knowledge of Text Structure 4. Questioning 5. Information Processing 6. Summarizing 7. Voluntary/Recreational

10. Response Logs • Application category • Things you like • Things that might make it challenging • Caseload students • Anything else you think

11. Co-Teaching • Please locate in your CONTENT packet the handout on Co-Teaching • Please locate in your STRATEGIES packet the handout on Mapping • Please locate in your ACTIVITIES packet the practice template for Sentence Mapping

12. Basic Mapping • Whether it’s sentences or paragraphs, the main idea is written in a circle. • Additional information and related details (also circled) are connected by lines. • Capital letters label the relationships between circles.

13. Definition: Co-Teaching • An instructional delivery approach in which a classroom teacher and a special education teacher* share responsibility for planning, delivering, and evaluating instruction for a group of students, some of which have exceptional needs.

14. Definition: Co-Teaching Co-Teaching D An instructional delivery approach C E CT and SPED share responsibility E planning spec. students E E E delivering reg. students evaluating

15. Definition: Co-Teaching • Pair up and finish mapping each sentence in the paragraph.

16. Co-Teaching Quiz (Part I) • Using the Group Response cards in the nearest activity box, respond to the following True or False statements.

17. True or False? • Mr. Brown does all the planning and instruction for his 10th grade history class. He gives his special education partner, Ms. Thomas, copies of tests in advance so that she can make modifications for students with disabilities. In addition, he tells her everyday when she arrives how she can help in the classroom. Ms. Thomas MUST be serving in the role of a co-teacher.

18. True or False? • Many of the students with disabilities at Jefferson High School have been placed in co-taught classrooms. Jefferson High School MUST have adopted the philosophy of inclusion.

19. True or False? • John is a special educator working in Beth’s fifth grade classroom. They plan their instruction by units. Their method of instruction varies according to what’s being taught and how the students are progressing. Sometimes they teach together and sometimes they take turns with one leading and the other assisting. Their roles are best described as co-teachers.

20. True or False? • Maria and Charles are co-teachers at Simmons Elementary School. Simmons Elementary MUST have adopted the philosophy of inclusion.

21. True or False? • In a co-taught classroom, ALL students will ALWAYS be expected to master the same outcomes.

22. Models of Co-Teaching 1. One Teach/One Support using the Elaborative Interrogation strategy. 2. Station Teaching using the Guided Reading Procedure. 3. Parallel Teaching using the OK Reading strategy. 4. Alternative Teaching using the ReQAR technique. 5. Team Teaching using the Think Aloud strategy.

23. Debriefing • Groups 1-5 share your summary of the model you were assigned. • All participants may ask questions or for clarification as needed.

24. Co-Teaching Quiz (Part II) • Again, using the Group Response cards in the nearest activity box, label the following classroom co-teaching scenarios.

25. Label the Model • In a history class studying the Civil War, the class is divided into two heterogeneous groups. Teacher A supervises one group in writing letters home to explain to their families why they have joined the Confederate army. Teacher B works with a group completing a mapping outline on reasons for individuals to support the Union. Half way through the class, the groups rotate.

26. Label the Model • In an English class, Teacher B leads the class in an activity on correct punctuation in letter writing. Teacher A observes two students that have problems completing their work in order to collect data for the teacher’s afternoon planning session.

27. Label the Model • In a math class, Teacher A works with five students who have mastered multiplication with decimals on an activity designed to extend their learning on the skill. Teacher B conducts a lesson designed to reteach the concept to the rest of the class.

28. Label the Model • In science class the co-teachers review for a test by dividing the class into two heterogeneous groups. Each teacher takes his/her group to a corner of the room and uses a silent group response activity to review the material.

29. Label the Model • In a history class, Teacher A gives a mini-lecture on World War II. Teacher B uses the opportunity to practice the technique of framed outlining with the students by stopping the lecture at prearranged times and checking the students’ notetaking skills.

30. Response Log • Take a moment to complete a Response Log on the strategy in which you participated for the Co-Teaching content. • TAKE A BREAK!

31. CCB Intervention Format • Please locate in your CONTENT packet the handout on Collaborative Classroom-Based (CCB) Intervention

32. CCB Intervention Format 6. Examine this information by completing a Compare/Contrast Map. 7. Examine this information by using the Talk Through strategy. 8. Examine this information by using the Perspective Cubing strategy.

33. Debriefing • Groups 1-3 share the strategy you were assigned, then the high points of your content discussion.

34. Response Log • Take a moment to complete a Response Log on the strategy in which you participated for the CCB Intervention content. • LET'S DO LUNCH!

35. Start Small • Review your caseload. • Select 4-5 students whose G/Os could be readily addressed in their regular classroom. • Locate those students' G/Os in the information you brought.

36. Your Objective • Given a variety of learning strategies, the participant will distinguish between those S/L skills that could be most readily addressed in the classroom and those that could not.

37. Resources to Consider • Response Logs • STRATEGIES packet • Models of Co-Teaching • CCB Intervention format • Frameworks for Language Arts

38. Debriefing • Participants share: • Rationale for student's selected • S/L skills to target • Strategies chosen • TAKE A BREAK!

39. S/L Portfolios • A systematic, purposeful, & meaningful collection of a student's communication skills across varying contexts. • The ultimate goal is improvement of instruction for the student.

40. 3 Types of Portfolios • Assessment Portfolios • Working Portfolios • Display Portfolios

41. Using Portfolios • What types of items would you collect to measure student progress for selected goals and objectives?