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In-Class Intervention Model

In-Class Intervention Model. A new service delivery model to meet the changing needs of teachers & students Tina Jeter, MA CCC-SLP Livonia Public Schools, 2011. Why we have to change. What is driving change?. Demands on students are increasing

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In-Class Intervention Model

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  1. In-Class Intervention Model A new service delivery model to meet the changing needs of teachers & students Tina Jeter, MA CCC-SLP Livonia Public Schools, 2011

  2. Why we have to change

  3. What is driving change? • Demands on students are increasing • Demands on classroom teachers are increasing • Demands on SLPs are increasing

  4. What supports this change? • IDEA • The law specifically requires that progress within the general education curriculum be addressed in the IEP. We therefore have a responsibility to relate therapy to progress in the GE curriculum. • ASHA • Professional Issues Statement “SLPs have integral roles in education and are essential members of school facilities”. It also indicates that Critical Roles include collaboration and leadership.

  5. Why we WANT to change? • Advantages… • Student’s remain in the classroom / don’t miss instruction • The SLP assists students with weak language foundations in an authentic environment • All students benefit from language strategies (universal supports) • Speech and language goals align with curriculum GLCE’s (direct impact on academic performance) • Carry-over: functional use of strategies outside of the speech room

  6. Lending a hand makes all the difference! Remember: A team gets better results than any one individual

  7. What will it look like • Collaboration with teachers • Teacher has knowledge of curriculum expectations • SLPs have the knowledge of language underpinnings • Working together yields the best of both worlds! • Different environments for different students • GE Classroom (core academics or electives) • Co-Taught Classroom • Center / BasicClassroom • Resource Room

  8. Role Issues “A key element in sharing responsibility is engaging teachers in collaborative process with an understanding of differentiated roles” Ehren, 2000

  9. Why will this work? • Current research supports the interrelationship across the language processes of listening, speaking, reading and writing • These areas are critical to student success in any classroom – from core academics to electives!

  10. What can I do to make this work? • Assist the classroom teacher: • Re-word test questions • Provide an oral assessment procedure • Pre-teach strategies for vocabulary • Provide visual supports • Make suggestions/help create a learning center • Provide materials re: strategies to support content • Assist the teacher in developing extension activities for when you are not in the classroom • Welcome the SLP into your classroom as a co-professional: • Convey classroom rules and expectations • Relate curriculum goals, objectives and deadlines • Communicate concerns for specific students • Make time for collaborating on lesson plans to maximize student learning • Seek input re: alternative rubrics/assessment tools for language deficient students As a SLP As a classroom teacher

  11. More ideas • Engage the teacher as a partner for: • Setting objectives • Write IEP goals and objectives that connect language skills to academics • Reinforcing S-L targets • Provide a visual reminder (sticky note) to have the teacher cue student(s) to use a particular strategy during lessons • Assist the teacher in developing extension activities for when you are not in the classroom • Assessing progress • Co-construct a rubric for noting progress on a particular objective during classroom tasks (curriculum based assessment)

  12. Example • Native Americans of the Plains • Teach use of Venn Diagram for Comparing/Contrasting info. • Teach comparison vocabulary • Teach use of EET for organizing information about each tribe • Pre-teach vocabulary related to content • Provide key words for Comparing /Contrasting • Work with S-L students in a small group to focus on processing, vocabulary, writing strategies Classroom Lesson Language Activities

  13. What if scheduling won’t allow for in-class intervention? You can still make interventions educationally relevant by: • Collaborating with teacher • Using curriculum material to teach strategies • Aligning interventions with academic demands • Providing language supports/strategies to the teacher

  14. Results • Students are more successful. Increases are noticed in: • Attention • Participation • Work completion • Grades • Teachers report: • Appreciating increased collaboration • Using increased language supports in all classes

  15. Questions?

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