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Pre-K ESE Contacts Meeting

Pre-K ESE Contacts Meeting. Collier County Public Schools Pre-K Assessment Team and FDLRS Lauren Martin Bonnie Tackett Jennifer Hamilton-Smith. The Problem. Possibility of over-identifying children who are bilingual as language delayed/impaired

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Pre-K ESE Contacts Meeting

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  1. Pre-K ESE Contacts Meeting Collier County Public Schools Pre-K Assessment Team and FDLRS Lauren Martin Bonnie Tackett Jennifer Hamilton-Smith

  2. The Problem • Possibility of over-identifying children who are bilingual as language delayed/impaired • 7 out of 20 students from one center referred for FDLRS screening • Community partners meeting at RCMA resulted in plan to target language development in child care center

  3. The Project • Baseline language levels determined by Fluharty screening • Hanen “It Takes Two to Talk” training provided to RCMA staff • Teachers participated in coaching with videotaped feedback opportunities

  4. The Results – Total Language Scores

  5. The Results – Expressive Language

  6. The Results –Receptive Language

  7. The Results • 4 kids originally showing delay, but not referred because showed growth within the 6-weeks between screenings

  8. 3 children referred for testing • One evaluation is complete; and this child DNQ for services

  9. Teacher Results Pre and Post self questionnaire: • “My child asks for things he/she wants” • Pre – 75% “Sometimes” 25% “Never” • Post – 100% “Always” • “I know how to use playtime for language growth” • Pre – 75% “Sometimes” 25% “Usually” • Post – 100% “Always”

  10. Teacher Results Pre and Post self questionnaire: • “I know ways to add language & experience to everyday routines” • Pre – 75% “Sometimes” 25% “Always” • Post – 100% “Usually”

  11. Teacher Results:Video Taping, Coaching, Feedback • Skills that improved and maintained throughout project: • Using Communicative Temptations • Interpreting • Matching Turns • Asking questions that keep the conversation going & balanced

  12. Teacher Results:Video Taping, Coaching, Feedback • Skills that required intensive coaching to improve & did not maintain throughout the project • Joining in & playing • Cuing the child to take a turn • Using opportunities in routines • Saying less & using visuals

  13. The Possibilities • Time for growth when learning two languages (especially new to country and/or to English) • Effectiveness of staff development with coaching & feedback over strongly linked to sufficient period of time • Careful selection of screening instrument and of history-taking

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