Public School Methods Final Exam Review Fall 2024 PDF

Public School Methods Final Exam Review & Final Thoughts Fall 2024 Rebecca Morris, M.S. CCC-SLP 1. SLP Services in Schools Regulated Industry – Federal, State & Local Levels  3 Follow All the Rules ✘ Federal Education Laws ✘...

Public School Methods Final Exam Review & Final Thoughts Fall 2024 Rebecca Morris, M.S. CCC-SLP 1. SLP Services in Schools Regulated Industry – Federal, State & Local Levels  3 Follow All the Rules ✘ Federal Education Laws ✘ IDEA – students with disabilities ✘ ESSA – close gaps for disadvantaged ✘ Other Federal Laws ✘ FERPA ✘ HIPAA ✘ State Laws/Rules ✘ Texas Education Code (TEC) ✘ Texas Administrative Code (TAC). 2. Alphabet Soup Acronyms in Special Education  5 Acronyms IDEA – Individuals with Disabilities Education Act (2004) ESSA – Every Student Succeeds Act (2015) FAPE – Free Appropriate Public Education LRE – Least Restrictive Environment ARD – Admission, Review, Dismissal (Committee) IEP – Individualized Education Program 3. ARD Committee Meetings IEPs  7 ARD Meetings Who Attends When Conducted Parents Must be held at least once each General Education Teacher year (known as Annual Review) Special Education Teacher/SLP Must be held when a reevaluation Administrator – knows special ed, knows is completed general curriculum, authority to allocate resources Any time new factors affect the student’s education program Assessment Specialist to interpret eval results No progress Other guests of parent Behavior problems; Pattern of failure New service considered; Anyone requests a Child with disability when appropriate meeting Required for Specific Case: AI, VI, LPAC, Interpreter  8 ARD Meetings What Must be Discussed Parent Involvement Strengths of the child Must be given an opportunity to Concerns of parents be involved Results of initial evaluation or most Notice of meeting recent evaluation Mutually Agreeable Time, Date Academic, functional, developmental and Place needs of child Notice from District of who will Need for positive behavioral supports when behavior impedes learning attend Language needs of child who is LEP Notice of purpose of meeting State and District Assessment &what will be discussed  9 IEP Goals ✘ Timeline ✘ Conditions of Performance ✘ Observable Behavior ✘ Level of Performance (measurement) ✘ Also may include Conditions of Presentation (prompts, level of support provided to demonstrate target skill or behavior).  10 Write a goal/Service delivery recommendation ✘ 5 year old in kinder – phonological process disorder ✘ 8 year old in 3rd – language disorder (syntax) ✘ 10 year old in 5th – articulation disorder – liquids, been in speech 3 years ✘ 17 year old in 10th – intellectual disability, nonverbal, been in speech since age 3  11 Transition Services For students with a disability 14 years or older – notice ✘ Transition Services must also indicate purpose of include planning for: meeting includes development of statement ✘ Life Skills Training regarding transition services ✘ Work Placement indicate the student will be ✘ Moving from elementary to invited to attend along with middle and middle to high school agencies to discuss transition (students with autism) ✘ Next steps after high school ✘ School, job, military….  12 RTI Review Goal of RTI SLP’s Role in RTI ✘ Ensure that all children and ✘ Help design RTI system adolescents have access to high- quality instruction and learning ✘ Provide expanded screening for opportunities speech & language ✘ Struggling learners identified, ✘ Provide Tier 1 support in the supported and served early and classroom effectively. ✘ Provide Tier 2/3 interventions for ✘ Provide support with increasing speech & language intensity as needed ✘ Provide staff development and ✘ Use data-driven decisions technical assistance 4. Workload & Service Delivery  14 What is Workload? ✘ Taking the total work activities of each school-based SLP into account when determining the number of students s/he can serve (well). ✘ Making systematic decisions about who to serve how to serve how long to serve where to serve what context to use for services why SLP services are needed SLP Workload Activity Clusters  17 Roles & Responsibilities School-Based SLPs (ASHA 2010) Critical Roles Collaboration Range of Leadership Responsibilities All levels Other school Prevention Advocacy Range of disorders professionals Assessment Supervision & Educational relevance Families Intervention Mentoring Curriculum connections Students Program Design Professional Cultural competence Community Data Collection & Development Language & literacy Universities Analysis Parent Training Compliance Research  18 Service Delivery Models Direct Indirect ✘ Clinician-Directed, Child- ✘ Consultation Directed, Hybrid Methods ✘ Pullout ✘ Collaborative consultation ✘ Drill Bursts ✘ Consultation for community based ✘ Push in to classroom ✘ Consultation for home-based ✘ Co-Teach/collaboration models services ✘ Self-Contained Speech Class ✘ Curriculum support ✘ Telepractice ✘ Contextual or instructional support 5. Flexible Scheduling Scheduling flow Student Advanced Prep Scheduling Master School Schedule, Type Flexible, 4 Es: Efficient, Who , What, How of School Schedule, Grade Effective, Economical, Level Schedule Evidence-Based Coordination  21 Flexible Scheduling to Meet Student Needs Offer an array of service delivery models to meet students’ needs Altering the frequency of services provided each week and/or month Providing opportunities for individual therapy Combining service delivery models Providing opportunities for indirect services Scheduling in compliance activities Combine service delivery models to maximize effectiveness Consider different types of schedules to meet students’ needs within your schedule Use one or more type of schedule at any given time 6. Special Populations  23 Treatment Options for Autism Structured teaching classroom (modeled after “TEACCH”) Applied Behavior Analysis (ABA) Natural language intervention (pull-out and classroom based intervention) Picture Exchange Communication System (PECS) Augmentative and Alternative communication Visual Aids Use of social stories to teach appropriate pragmatic skills  24 Evidence-Based Treatments - Autism ✘ Behavioral ✘ Pivotal Response Interventions Training ✘ Language Training ✘ Schedules (production) ✘ Scripting ✘ Modeling ✘ Self-Management ✘ Natural Teaching ✘ Social Skills Strategies ✘ Story-based ✘ Parent Training Intervention  25 SLP’s Role with ASD Students Almost always involved with students who have a disability under Autism Spectrum Disorder Many service delivery options can be appropriate Services need to based on the child’s individual needs Intervention for communication should be functionally based Behavior implications should also be considered Team approach should be implemented for behavior, social, and communication needs  26 ID vs MD “Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” i.e. adverse affect on academic achievement and adverse affect on functional performance Multiple disabilities means concomitant impairments (such as mental retardation- blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.  27 MD – TX Commissioner’s Rules A student who meets the criteria for multiple disabilities in IDEA and who meets all of the following: - disability is expected to continue indefinitely - disabilities severely impair performance in two of the following: - psychomotor skills, self-care skills, communication, social and emotional development, cognition  28 Communication Non-symbolic attempts Symbolic Forms ✘ Vocal (cry, laugh, scream, ✘ Representational Objects of babble) objects/people/concepts ✘ Pictures of ✘ Motor (blink, change in facial objects/people/concepts expression, reach, eye gaze, gesture) ✘ Words ✘ Sign language ✘ Every Move Counts program ✘ Complex pictures to create messages  29 AT/AAC Mid-Tech High-Tech Low-Tech Batteries/basic circuitry ✘ FM systems ✘ Slant boards ✘ Lights ✘ Augmentative ✘ Chalk Communication Devices ✘ Buzzers ✘ Highlighters (voice output and ✘ Vibrating Switches ✘ Pencil Grips teletype) ✘ Touch Windows ✘ Dynamic display ✘ Schedules ✘ Basic environmental communication devices ✘ Calendars control units ✘ Electronic portable ✘ Pictures ✘ Portable word desktop assistants ✘ Index Cards processers ✘ Specialized software ✘ Foot rests ✘ Static display ✘ iPhone, iPad, iPod Touch ✘ Sticky Notes communication devices  30 CLD Considerations – Service Delivery 1. Non-biased assessment 2. Selecting language of instruction 3. Using interpreters in intervention 4. Accents and dialects 5. Working with families  31 IDEA and CLD Students: Non-biased Assessments ✘ Materials – not racially or culturally discriminatory ✘ Provided in child’s native language or other mode of communication - Unless clearly not feasible to do so ✘ Form most likely to yield accurate information - Allows for variance from standardized tests ✘ Cannot identify disability if determinant factor is limited English ✘ Provide interpreter for parents at IEP meeting ✘ ELL: must consider language needs as develop IEP  32 Non-Biased Assessment General Principles ✘ Assess in both English and ✘ Use valid and reliable native language instruments ✘ Administer equivalent ✘ Seek alternative procedures in both assessments of academic languages and language skills ✘ Establish the student’s ✘ Obtain culturally and level of English proficiency linguistically sensitive ✘ Examine amount of assessments of instruction in English intelligence and achievement  33 Issues in Identification – English Learners ✘ Most standardized tests fail - To account for bilingual language development - To allow for normal language variability among bilingual children - To allow for differences in cultural experiences ✘ Use Non-Biased Assessment Framework (Gillam & Hoffman) - Identify referral concern - Develop hypotheses that can be tested - Review & collet information from various sources - Create balanced assessment - Test hypotheses to make diagnostic decisions  34 Bilingual Phenomenon ✘ Normal occurrences with ELLs ✘ Examples: - Bilingual hesitations - Language Loss - Interference (transfer) – transfer of characteristics from 1st language to 2nd - Silent period – time period varies, 3-6 mo average - Code switching – maintain grammatical structure w/in each language  35 ✘ Service delivery for children who are CLD must take the form of multidimensional, interspersing sessions in the therapy room, in the classroom, and in small interactive groups that encourage conversation Interview Tips ✘ After completing application, follow up with email to Lead SLP and Special Education Coordinator with resume attached. ✘ Professional References: supervisors, professors; ask beforehand ✘ Professional dress; arrive 10 minutes early; leave yourself plenty of time to drive in case of traffic (helps with nerves) ✘ Bring resume ✘ Be prepared to talk about: Favorite population, age, and area of comm disorders to work with What you are good at and an area you feel you need to grow in (avoid saying that you need to grow in organization or being on time) ✘ Be prepared with questions (Caseload? Supervision? Onboarding? Continuing Ed opportunities?) ✘ Follow up the interview with an email thanking the interviewers and your interest. Interview Tips Sample email ✘ Hello Ms. Morris: ✘ I want to first thank you for the opportunity to come in and interview. I really enjoyed learning more about Birdville ISD and the great community of SLPs. I wanted to reach out to reiterate my interest in the position and my belief that I would be a great fit for the position. I am eager to be in an environment that provides an abundance of learning opportunities and challenges me to be a better clinician. ✘ After my interview, my desire for this position became even stronger. I am confident that my academic background, clinical experiences and passion for speech-language pathology makes me a strong candidate for this position. I appreciate your and the team's time and consideration and look forward to hearing from you soon. ✘ Thank you again for your time and consideration. ✘ Best, Carly Johnson School SLP Essentials ✘ Check with your district for materials they provide ✘ Shop garage sales and thrift stores for personal collection of materials Games Candy Land, Chutes & Ladders, Jenga, Headbandz, Apples to Apples, Pop the Pig, Pop Up Pirate Toys Wind up toys, popper toys, baby dolls, play food, farm Books Board books, interactive books, graphic novels Successful Start to the School Year ✘ Introduce yourself to staff ☺ ✘ Make alliances with: Front office staff Custodians ✘ Ask admin about preferred times for pulling students from classes ✘ Follow through ✘ Under promise/over deliver ✘ Create systems for organizing data, deadlines, materials Successful Start to the School Year ✘ Communicate with teachers when you will not be pulling students for groups (i.e. you have a meeting) ✘ Eat lunch in the teacher’s lounge ✘ Be visible ✘ SMILE ☺ Final Thoughts ✘ Be patient with yourself and give lots of grace ✘ Ask for help when needed ✘ Reach out to fellow CF’s ✘ Plan for something fun/relaxing on the weekend within the first 2 weeks of school ✘ Look for the “good things”(i.e. funny things your students say) ✘ In the end, if you do what’s best for kids, you are succeeding! ✘ Need rec letters? References? ✘THANK YOU FOR BEING AN AWESOME CLASS!