Transcript Guidance to Support Language Impairment vs. Oral Expression

Guidance to Support SLD
Listening Comprehension and
Oral Expression
SLD Executive Leadership Committee Presentation
IASEA Conference
March 2012
SLD Executive Leadership Work Team
• Lisa Carriere, Vallivue
• Stephanie Dahlke,
Oneida
• Kim Graham, Bonneville
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Sue Shelton, Post Falls
Marnie Schell, Boise
Carol Treat, Post Falls
Gina Hopper, SESTA
• To provide the field with guidance to support the field’s
work related to eligibility for Language Impairment or
determining SLD with Oral Expression and Listening
Comprehension.
• To review guidance documents to explain the context of the
design.
• To have a Q/A format to have questions addressed from the
team.
Glossary of New Terms
• Auditory Processing: The ability to perceive, analyze,
synthesize, and discriminate auditory stimuli such as speech.
• Crystallized Intelligence: The knowledge and skills that are
accumulated over a lifetime. This type of intelligence tends to
increase with age.
• Expressive Language (Oral Expression): The ability to
express wants and needs or thoughts and ideas in a number of
different modalities such as speech, sign or writing.
• Language delay: The failure to develop language on the usual
developmental timetable. This refers specifically to a delay in the
development of the underlying knowledge of language.
• Language difference: When the primary language is not
English.
• Language disorder: Disorder that involves the processing of
linguistic information involving grammar, semantics, or other aspects
of language and may be receptive, expressive or a combination of
both.
• Progress monitoring: A scientifically based practice that is
used to periodically assess students’ academic performance and
evaluate the effectiveness of instruction at regular intervals.
• Psychological processes: Brain processes, operations, and
functions used any time mental contents are operated on or when
information is perceived, transformed, manipulated, stored, retrieved,
or expressed.
• Receptive Language (Listening Comprehension): The
comprehension of language – listening and understanding what is
communicated. It involves being attentive to what is said, the ability
to comprehend the message, the speed of processing the message,
and concentrating on the message.
• Specific
learning
disability
in
Listening
Comprehension: Student does not make sufficient progress in
response to interventions in listening comprehension combined with
low achievement in listening comprehension, as well as, a pattern of
strength and weaknesses in psychological processes that closely
relate to listening comprehension (receptive language).
• Specific learning disability in Oral Expression:
Student does not make sufficient progress in response to
interventions in oral expression combined with low achievement in
oral expression, as well as, a pattern of strength and weaknesses in
psychological processes that closely relate to oral expression
(expressive language).
• Verbal Comprehension: The ability to understand language
through the receptive mode.
Shared Roles and Responsibilities
General Education Teachers
Special Education Teachers
Speech-Language Pathologists
School Psychologists
Administrators
•Assist in selection of universal screening measures
•Serve as a member of intervention assistance
teams.
•Assist in assessing the need for a student to receive
intervention in the area(s) of oral expression and/or
listening comprehension.
•Participate in the development and implementation
of progress monitoring systems.
•Participate in the analysis of student outcomes and
interpret results of screening and progress
monitoring to families.
•Consult and collaborate with school personnel and
parents to meet the needs of students in the
implementation of the RtI model and subsequent
evaluations if needed.
•Take advantage of continuing educational
opportunities.
Roles and Responsibilities: General Education
Teachers
Tier 1:
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Teach with awareness of the language demands for oral expression and listening
comprehension embedded within the curriculum.
• Consider the impact of cultural, linguistic, and economic diversity and make
appropriate accommodations.
• Perform ongoing curriculum-based data collection and analysis aligned with progress
monitoring and common core state standards.
• Make the initial contact with families when concerns about oral expression or listening
comprehension arise.
• Refer to the SLP for possible language screenings that could be completed
• Actively identify and address barriers to learning and make appropriate
adaptations/modifications as possible.
• Engage in ongoing collaboration to address small group and individual student needs.
• Consult with other professionals and parents regarding early intervention activities in
the classroom and at home.
Tier 2:
• Identify, implement, document, and analyze evidence-based interventions.
Roles and Responsibilities: Special Education Teachers
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Become familiar with the language demands of the general education
curriculum at each grade level.
Assist in assessing the need for a student to receive an intervention in the
area(s) of Oral Expression and/or Listening Comprehension.
Utilize their expertise in identifying a student with a learning disability to
advise intervention assistance teams.
Observe students in the instructional environment in order to help identify
appropriate intervention strategies and accommodations, to identify barriers
to intervention, and to help collect and analyze response to intervention
data.
Support colleagues through mentoring and close collaboration to provide
consistency in documenting interventions and outcomes.
Roles and Responsibilities: Speech-Language Pathologists
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Become familiar with general curricular goals and academic benchmarks, having an
idea of the language demands of the curriculum at each grade level.
Assist in assessing the need for a student to receive an intervention in the area(s) of
Oral Expression (OE) and/or Listening Comprehension (LC), utilizing their expertise
in language, its disorders, and treatment to advise intervention assistance teams.
Observe students in the instructional environment in order to help identify appropriate
intervention strategies and accommodations, to identify barriers to intervention, and
to collect response to intervention data. Please consider: Is attention a factor in the
student’s ability to listen and comprehend the core instruction?
Consult and collaborate with school personnel and parents to offer prevention
activities and/or to meet the needs of students in the implementation of RTI model
and subsequent evaluations, if needed.
Evaluate the student’s relevant environmental, cultural, linguistic, and economic
status and the impact of these factors on learning before a student is referred to
special education.
Know how to differentiate and explain the difference between SLD-OE/LC and
Language Impairment (LI).
Roles and Responsibilities: School Psychologists
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Engage in ongoing communication and consultation with administration, teachers,
and parents.
Identify systemic patterns of student need (e.g., persistent difficulties among
kindergarten and first grade students in basic phonics skills).
Assist in assessing the need for a student to receive an intervention in the area(s) of
Oral Expression and/or Listening Comprehension.
Use expertise in the area of specific learning disabilities and psychological processes
to advise intervention assistance teams.
Observe students in the instructional environment in order to help identify appropriate
intervention strategies and accommodations, to identify barriers to intervention, and
to collect response to intervention data. Please consider: Is attention a factor in the
student’s ability to listen and comprehend the core instruction?
Evaluate the student’s relevant environmental, cultural, linguistic, and economic
history and status and the impact of these factors on learning before a student is
referred to special education.
Evaluate the student’s cognitive functioning and the psychological processes that
relate to oral expression and listening comprehension.
Roles and Responsibilities: Administrators
• Provide opportunities and resources for
continuing education and training in RtI, SLD,
Oral Expression and Listening Comprehension.
• Provide support for progress monitoring
individual students.
• Enforce policies and procedures for referrals
and for tracking struggling students.
More Information on Roles and Responsibilities in
the RtI Process
http://www.asha.org/uploadedFiles/slp/schools/prof-consult/rtiroledefinitions.pdf
The website also included roles and responsibilities for reading/literary coaches, parents and families,
and social workers.
Sources included:
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American Speech-Language-Hearing Association (ASHA)
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Division for Learning Disabilities (DLD)
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International Dyslexia Association (IDA)
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International Reading Association (IRA)
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Learning Disabilities Association of America (LDA)
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National Association of School Psychologists (NASP)
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National Center for Learning Disabilities (NCLD)
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National Education Association (NEA)
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School Social Work Association of America (SSWAA)
Interventions -Oral Expression & Listening Comprehension
Social Language Development
Teach the
student to turn
to a partner
for a contentrelated
conversation.
Teach the student
to follow rules for
asking questions
in class (i.e.
raising their
hand).
Teach the
student to stay
on topic of
conversation
and/or
discussion.
Teach the
student to
resolve
conflicts by
talking to
peers.
Progress Monitoring
Oral Expression & Listening Comprehension
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Formal Progress Monitoring
Informal Progress Monitoring
Developmental Stages
Common Core Standards – Future
Progress Monitoring
Formal
Progress
Monitoring
Other Progress Monitoring
• Informal Progress Monitoring
• Developmental Stages
• Common Core Standards
(Speaking & Listening Standards)
– The standards require that students gain, evaluate, and present increasingly
complex information, ideas, and evidence through listening and speaking
as well as through media.
– An important focus of the speaking and listening standards is academic
discussion in one-on-one, small-group, and whole-class settings. Formal
presentations are one important way such talk occurs, but so is the more
informal discussion that takes place as students collaborate to answer
questions, build understanding, and solve problems.
Individual Evaluation Planning Form
1. Demographics
2. Description and Areas of Concern(s): Oral Expression and/or Listening
Comprehension
3. Evaluation includes assessments (New or Existing) and evaluation tools/tests
for the areas of:
A. Language
B. Achievement
C. Psychological Processes
D. Observation
E. Developmental, Health and Medical
F. Additional Measures
(**Complete Referral and Consent for Assessment Forms - Provide parents with Procedural
Safeguards)
Individual Evaluation Planning Form
4.
Preponderance of Evidence
A.
Evaluation meets the procedures outlined in Chapter 4, Section 5 of Idaho
Special Education Manual 2007, Revised 2009
B.
Evidence of low academic achievement as demonstrated by two subtests
C.
Evidence of insufficient progress in response to effective, evidence-based
instruction/intervention
D.
Pattern of psychological processing strengths and weaknesses that align to
area of low academic achievement (OE or LI)
Individual Evaluation Planning Form
E. Student’s learning difficulty is not primarily the result of:
1)
2)
3)
4)
5)
6)
A visual, hearing, or motor impairment
Cognitive impairment
Emotional disturbance
Environmental or economic disadvantage
Cultural factors
Limited English Proficiency
F. Scores 1.5 standard deviations or more below the mean, or at or below
the 7th percentile, on a standardized measure in either receptive or
expressive language.
F. At least two procedures, at least one of which yields a standard score, are
used to assess receptive language and/or expressive language.
Individual Evaluation Planning Form
G. Adverse Effect
H. Specially Designed instruction
5. Summary of Results: The student does or does not meet eligibility criteria
for special education in the area(s) of:
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SLD-Oral Expression (OE)
SLD-Listening Comprehension (LC)
SLD-OE & LC
Language Impaired
SLD (OE &/or LC) and Language as a related service
(Complete Eligibility Report for Specific Learning Disability or Language Impaired)
Sample Eligibility
• See handout
Sample IEP Goals
• See handout
Special Education Statewide
Technical Assistance (SESTA)
Center for School Improvement & Policy Studies, BSU
Gina Hopper
Katie Bubak
Director
Statewide Coordinator
[email protected]
[email protected]
www.idahotc.com
Training and Technology for Today’s Tomorrow
• Supported By:
• Website to link school
professionals and
parents with special
education training
opportunities and
resources across the
state
– Idaho State
Department of
Education (ISDE),
Special Education
• Project Team:
– Cari Murphy
– Shawn Wright
Contact Information:
Please write your questions for this
presentation on the SLD FAQ page found
on the Idaho Training Clearinghouse at…
http://itcnew.idahotc.com/specific-learning-disability/sldfaq.aspx