The SLP and the High Scope Curriculum

1. The SLP and the High Scope Curriculum Using High Scope Principles To Meet Speech/Language Needs Inside the Pre-K Classroom

2. Why High Scope? • This is a language-rich curriculum used in the Pre-K SPED Classrooms. • Using it, SLP’s can design therapy sessions that both use the classroom environment and routine, and provide a model of intervention techniques and generalization strategies for teachers and paraprofessionals in the classroom.

3. What is the High Scope Curriculum? A set of developmentally appropriate teaching practices for adult-child interaction, a way of arranging the classroom materials, and a research-based plan for the classroom daily routine. www.highscope.org

4. The High Scope Curriculum Includes • Focus on developmentally appropriate Key Developmental Indicators (formerly known as Key Experiences) that include: • Approaches to Learning • Language, Literacy, Communication • Social and Emotional Development • Physical Development, Health, and Well-Being • Arts and Sciences

5. Why would an SLP interact with the High Scope Curriculum? • The curriculum naturally supports language development • The SLP can influence the type of language used in the classroom • SLP can highlight great language strategies the classroom team is already using AND • SLP can model new language strategies

6. O.K. Why else should I work to integrate myself into the classroom environment? • Speech and language fits everywhere in the curriculum! • Working within the framework helps the SLP track student progress in generalization of specific goals • The teacher will love you when you help her by providing information on what the child has done - s/he can note it as a keynote…progress! • When you are aware of key developmental indicators, and you give information to the teacher, you have begun a new level of collaboration.

7. High Scope is a research-based curriculum • Centers around the idea of “Active Learning” • Originally developed from work by J. Piaget and colleagues • Also utilized work of J. Dewey • Draws from Lev Vygotsky • Now updated according to on-going cognitive-developmental research

8. Research shows: • Child-initiated active learning is the most important part of a high quality program • Acknowledges developmental limits • Acknowledges potential for learning • Facilitates broadening of child perspectives through sharing of ideas between students and teachers • Follows newest research on language development- language is developed through relational conversation

9. High Scope Curriculum offers a Supportive Climate for Learning • Uses child interests to focus learning • Encourages children to talk and try out their own solutions to problems • Encourages adults to interact positively and to interpret child behavior positively

10. Learning Space • Organized in to interest areas or learning centers • Areas should have representative labels • Space should be inviting to children - soft, cozy, pleasing colors, natural light, natural materials • Space should be open and accessible • Storage needs are accommodated-materials and individuals

11. The arrangement of the learning space helps you target materials that work! • Materials are varied and plentiful • Open-ended materials are used- materials that can be used in a many different ways to promote creativity, problem solving, idea sharing • Materials reflect cultural and linguistic diversity of the population • Areas and materials are labeled to promote “Find-use-return cycle”

12. What is the Daily Routine I will see in the Pre-K SPED High Scope classroom? • Greeting/Circle Time • Planning Time • Work Time • Cleanup Time • Recall Time • Large Group Time • Small Group Time • Outside Time • Transition Times

13. If you are there for Work Time - things to know • The children typically : • Make a plan- what will I use, where I will use it, what will I do with it…who will I do it with • Execute the plan • Come back and talk about what they did in a small group. • This is “PLAN-DO-REVIEW”

14. How can I use Work Time for intervention, not just stimulation? • Always know your goals for each child (these may include Planning time with syntactic, semantic or pragmatic goals or even articulation goals) • Always keep in mind what you are trying to teach/elicit • Provide multiple opportunities for practicing the targeted skills. (Keep a clipboard handy for data) • Structure the activity within the play area, then allow for flexibility.

15. If I work with a group at work time, how can I do all of that? • First: PLAN • Set it up with your teacher so that you plan with your group of children and a couple of role models. • Plan as a group rather than individually. • Make a group plan, represented on a mini-schedule board.

16. How do I set up the opportunity in the work area? • Second: DO • Look at the first thing on the mini schedule. • Transition with the children to the first work area. • Have the children help you gather the agreed-upon materials and offer for them to add to that list while they are in the moment.

17. How do I keep the children focused on the planned activity? • Utilize the mini schedule to remind them of the plan. • Utilize picture boards to remind them of the specifics of the plan • Gather the materials agreed upon and establish a physical space in which to work within the play area • Structure the materials and activity in a way that children have to work together with you using your targeted language goals.

18. What if other children want to join us? • First, make sure you include role models in your group. • If you can manage the activity and meet the speech/language needs of your students with others involved, go for it. • If you feel it is too much to have other children involved, suggest a couple of options for the other children and tell them they can use your materials when your group is done. • Teachers are often willing to work with you to help other children find other activities. Set it up beforehand.

19. Do I have to go to many different areas during our therapy session? • No, but remember…. • Each area holds many materials designed to maintain interest and generate multiple language/play opportunities. • You decide which language/speech targets and skill generalization activities will be addressed use with similar materials from the same area

20. What if the children have lost interest? • You can decide to move to the next activity on your plan. • Planning more than one activity, ensures you will have flexibility in your session to provide maximum opportunities for practice. • You can offer a choice to the group - “I see children wiggling and looking everywhere…Are we finished with..x? What do you think?”

21. How do I move from the first activity to the next? • Make sure to leave time to clean up the materials before moving on. • OR • Leave time to transfer the materials to the children who wanted to join you but could not (a great social language opportunity) • Have the children refer to the mini-schedule and recall what they planned to do in the next area. Name the materials you will need when you arrive there.

22. What about attendance, charting progress and Medicaid billing? • Your transition time can be used for this activity.

23. Coming Soon….See it in action! • Go to mediafire.com • Put in jreisinger@dadeschools.net • Put in password: SLP • Click on Worktime video.