Transcript Integrating Speech & Language Interventions in

Integrating Speech & Language
Interventions in Kindergarten:
Co-Teaching Applications
Donna D. Merritt, Ph.D.
[email protected]
Debra Beveridge
Lisa Smith-Horn
ASHA
Thursday, November 15, 2007
3:30 -5:30
Who Are We?
SERC – Connecticut's State Education
Resource Center (www.ctserc.org)
South Windsor, Connecticut Public
Schools (www.swindsor.k12.ct.us)
About 5,000 students
7 schools
Special Education Prevalence Rate: 11.8%
Pleasant Valley Elementary School
(HOT School)
Teachers and SLPs
Co-Teaching in Connecticut
Statewide initiative since 2001
About 400 teams trained
Customized training and job-embedded
technical assistance to some districts
Using Marilyn Friend’s Co-teaching
structures
The Co-Teaching Professional
Development Model in South
Windsor, CT
Multi-year commitment (year 3)
Administrative Support
Dedicated co-planning time
Coordination with other initiatives and
priorities
Training
Job-embedded PD
Why Co-Teach?
Resonates with the principles of
inclusive practice
Provides a structure for ensuring access
Addresses OSEP’s State Performance
Plan Indicator #5 (increase TWNDP)
Is an Evidence-Based Practice
Access
• EAHCA (Education for
All Handicapped
Children Act) 1975
• IDEA (Individuals with
Disabilities Education
Act) 1990
• IDEA Reauthorization
1997
• IDEA Reauthorization
2004/NCLB
• Access to schools
• Access to classrooms
• Access to and progress in general
education curriculum; higher
expectations
• Scientifically-Based
Interventions; EBP:
Accountability; Educational
Benefit from IEPs
CT’s State Performance Plan
FAPE in the LRE – Indicators # 5 and 6
5A. Increase the percentage of students with
disabilities aged 6-21 removed from regular
class less than 21% of the day
Targets
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
62.5% (Baseline)
65.0%
67.5%
70.0%
72.5%
75.0%
Evidence-Based Practice
McGinty, A. S. & Justice, L. (2006).
Classroom-based versus pull-out
interventions: A review of the experimental
evidence. EBP Briefs, 1(1), 1-25. New York:
AGS Publishing.
Throneburg, R.N., Calvert, L.K., Sturm, J.J.,
Paramboukas, A. A. & Paul, P.J. (2000). A
comparison of service delivery models: Effects
on curricular vocabulary skills in the school
setting. American Journal of Speech-language
Pathology, 9, 10-20.
Definition of Co-Teaching
Co-teaching is a service delivery system in which:
two (or more) certified staff,
contract to share instructional responsibility,
for a single group of students,
primarily in a single classroom workspace,
for specific content,
with mutual ownership, pooled resources, and joint
accountability,
• although each individual’s level of participation may
vary.
•
•
•
•
•
•
Marilyn Friend, 2005
Student Benefits
Speech and language IEP goals and
objectives relate to general education
curriculum, instruction and routines
Intervention strategies and
communication skills are embedded in
authentic learning contexts
Benefits of Co-teaching for
Teachers and SLPs
SLP
Teacher
Learns…
Learns…
Curriculum
Scope & sequence
Instructional methods
Expectations for average
learners
Respond to
student
concerns
Implement
strategies for
all students
Speech & language
underpinnings of the
curriculum
Factors related to
literacy
Interactive language
techniques generalizable
to other learners
Potential Barriers for
Teacher/SLP Co-teaching
Partnerships
School culture of isolationism
Traditional service delivery model only
Limited role of SLP
Insufficient time for designing
and implementing collaborative
plans
Co-Teaching Approaches
Marilyn Friend – The Power of 2
One Teach, One Observe
Parallel Teaching
Station Teaching
Alternative Teaching
Teaming
One Teach, One Assist
One Teach – One Observe
Co-teachers decide in advance what
types of specific observational
information to gather during instruction
and they agree on a system for gathering
data. Afterward, the co-teachers analyze
the data together.
One Teach – One Observe
One Teach – One Observe
Applications for SLPs – Collecting data re:
Number of conversational turns
Use of targeted vocabulary during teacher-led
discussion (oral, signs)
Accuracy in following directions as compared to
typical peers
Use of language to negotiate cooperative group
interactions
Fluency during an oral presentation
Use of targeted syntax structures in response to
teacher questions
One Teach – One Assist
One person has primary responsibility
for teaching, while the other professional
circulates through the room, providing
unobtrusive assistance to students as
needed.
One Teach – One Assist
One Teach – One Assist
Applications for SLPs:
Support for use of an AT tool in writing tasks
or an AAC system during oral tasks
Rephrasing task demands
Asking students to paraphrase directions prior
to beginning task (comprehension check)
Scaffold the sequence of steps to complete a
task
Target vocabulary words or concepts essential
in the instruction
Station Teaching
In this approach, the co-teachers divide
the content into three short
instructional segments. The class is also
divided into three small groups. Each
adult mans one station, teaching the
same content to one group and
subsequently repeating the instruction
for the other groups. The third station
offers students an opportunity to work
independently.
Station Teaching
Station Teaching
Applications for SLPs:
“Mirror” practice targeting articulatory
awareness and production of targeted
phonemes during phonics instruction
Explicit instruction of essential concepts or
vocabulary related to a literature, science or
SS unit
Identifying similarities and differences
between key content vocabulary
Responding to “wh” questions (content based)
Parallel Teaching
On occasion, student learning would be
greatly facilitated if they had more
supervision or more opportunities to
respond. In parallel teaching the coteachers divide the class group, both
teaching the same content
simultaneously.
Parallel Teaching
Parallel Teaching
Applications for SLPs:
Support dialogue among students during
conversational turns
Reinforce comprehension of critical vocabulary
and concepts
Use graphic organizers as support for
expressing key ideas
Scaffold “round robin” listing of ideas
Alternative Teaching
In most class groups occasions arise in
which several students need specialized
attention. In alternative teaching, one
teacher takes responsibility for the large
group, while the other works with a
smaller group. The alternative group is
not a special education group.
Alternative Teaching
Alternative Teaching
Applications for SLPs:
Application of an AT tool to complete a writing
assignment (other students in group also need
to complete their assignment)
Pre-teaching essential vocabulary or concepts
Teaching and practicing the language of
negotiating turns (authentic task; classroom
content)
Practice blending sounds or producing multisyllabic words
Teaming
In teaming, both teachers co-deliver
instruction at the same time. Most coteachers consider this approach the most
complex, but satisfying way to co-teach,
but it is the approach that is most
dependent on teachers’ styles and
requires the most planning.
Teaming
Teaming
Applications for SLPs:
Alternate reading dialogue from a chapter
(exaggerated paralinguistic cues)
Sort and write “brainstormed” information
into logical categories (use for review)
Record cause-effect information on a graphic
organizer
Role play conflicting points of view
Pleasant Valley School
Co-Teachers
Debra Beveridge, SLP
Lisa Smith-Horn, Kindergarten Teacher
Who Are Our
Kindergarten Students?
20 in a.m. and 18 in p.m. classes
Ages: 4.5 – 6.5
Different educational experiences
Range of learners and abilities
Challenge of differentiating learning
Teacher/SLP Partnership
2006-07 training – some experimentation
Curriculum writing days - summer 2007
Planned 15 weeks of intervention – 2
lessons per week
Dual Intervention Focus
Phonological awareness, story
comprehension and storytelling
Basis for literacy - primary areas of
focus in the district
Correlation to reading success
District test scores (Connecticut Mastery
Test drives instruction)
Story Braidy
Organization of
Lessons
4 weeks of phonological
awareness
4 weeks of story
comprehension and
storytelling
Phonological
assessment
Reading
consultant reports
improved rhyming
ability of
Kindergarteners
compared with
students last year
at the same point
in the year
Narrative Assessment
Books with easily recognizable story
elements – hiding the words
Prompt: “Tell me a story.”
Second try: cues and scaffolding as
needed to gather diagnostic information
Scoring using Kindergarten narrative
rubrics
Kindergarten Story
Comprehension Rubric
Kindergarten Storytelling Rubric
Sample Co-Taught Lessons:
Phonological Awareness
Sample Co-Taught Lessons:
Storytelling and Comprehension
Lessons Learned
Importance of the relationship
Need for flexibility
Scheduling and planning challenges
Who’s Who? – learning names
Environmental challenge - background
noise
Gathering data and monitoring “at risk”
students prior to and during referral to
“strategy team” (Response to
Intervention - RtI)
Carryover and generalization of learning
Pull-out option as needed
Questions
All resources available at www.ctserc.org
Co-teaching lesson plans
Kindergarten story comprehension rubric
Kindergarten storytelling rubric
Co-teaching lesson plan form
Co-Teaching: An Evolving Role for SLPs (article)
Contact Information
[email protected]
Story Braidy – www.mindwingconcepts.com