GOALS FOR THE FUTURE: Yours, Ours, and Theirs

GOALSFOR THE FUTURE:Yours, Ours, and Theirs Shelly Wier, MS, CCC-SLP Easter Seals Outreach Program 3920 Woodland Heights Road Little Rock, AR 72212 (501) 221-8415 swier@ar.easter-seals.org

To do everything I can to support and improve the practice of speech-language pathology in Arkansas schools. MINE

FORUM FORMAT • Data Collection • Future Revisions • Assessment and Literacy • Caseload to Workload • Professional Vitality

3 PERSPECTIVES Due Process: What’s required? Reality: What’s actually happening? Wishful Thinking: How would you like it to be?

Assessment Should . . . • Fulfill eligibility requirements (impairment) • Identify functional disability (adverse effect)

SURVEY ACTIVITY #1 What tools are you using to meet the minimum requirements for establishing eligibility and adverse effect?

SURVEY & DISCUSSION • Articulation/Phonology • Oral-Motor Skills • Fluency & Voice • Receptive Language • Expressive Language

“CELF” ANALYSIS • Purpose • Uses • Subtest Item Analysis • Interpretations/Implications • Resources or Interventions

ANALYSIS ACTIVITIES • Group 1 - Analyze another test as we did the CELF-3 • Group 2 - Review pros and cons of lesser used tests

CONTEXTUAL DATA Published tools “Homemade” tools • Checklists • Structured tasks • Observations • Rating Scales • Interviews

SIX CURRICULA • Official Curriculum • Cultural Curriculum • De Facto Curriculum • School Culture Curriculum • Hidden Curriculum • Underground Curriculum

Presentation of Information and Assignments Seating and Pace Noise Level and Distractions CLASSROOM CONTEXTS • Textbooks Used • Types of Tests • Participation and Transition • Organizational and Study Skills • Assistance

NATURE OF LITERACY • Reading • Decoding • Comprehension • Writing • Pre-Writing • Writing • Editing

Spoken Vocabulary deficits Syntactic & Morphological deficits Self-monitoring deficits Written RC & WE deficits RD, RC, & WE deficits RC & Organi-zational deficits SPOKEN-WRITTEN RELATIONSHIPS

ROLES & RESPONSIBILITIES KNOWLEDGE& SKILLS

ROLES & RESPONSIBILITIES • Prevention of written language problems • Identification of children at risk • Assessment of reading and writing • Intervention and Documentation of outcomes • Other Roles

SURVEY ACTIVITY #2 What is your level of participation in ASHA’s suggested literacy roles and responsibilities?

I.E.P.s RSPs SpEd Parents GenEd

PERSPECTIVES Increased Learning D I S A B I L T Y CurriculumPerspective I.E.P.s I.E.P.s I.E.P.s Clinical Perspective Reduced Deficits

What do we do now?

GOALS Meaningful Measurable “Monitorable” Useful in Decision Making

OBJECTIVES • Based on the logical breakdown (or components) of the skills targeted by the goal. • May be points on a line (milestones) between PLEP and level of needed skills.

GOAL-WRITING Must pass . . . “Stranger” test and the “So What?” test

HOW MANY GOALS? Prerequisite Skills Immediate Needs General Applicability Parent’s Wishes Other Service Goals

GOAL FORMAT Timeframe:In 36 weeks Conditions:given fourth grade level passages Behavior:Jenny will read Criterion:100 words per minute with 95% decoding accuracy.

EXAMPLE GOAL Timeframe:By the end of . . . Conditions:within grade level . . Behavior:S will listen and read to acquire info. and understanding Criterion:by collecting . . , discovering . ., and using knowledge . . .

EXAMPLE OBJECTIVES The student will . . . • Distinguish btw relevant and irrelevant information . . . • Distinguish btw fact and opinion . . . • Relate new info to prior knowledge and experience . . • Sequence relevant details . . . . . . with 90% accuracy.

EXAMPLE APPLICATIONS Performance is evident in the classroom when the student . . • Produces a summary • Uses facts and data to report • Takes notes to record

NEW APPROACH Increased Learning D I S A B I L T Y Curriculum Perspective Team Educator Focused Plan To Equalize Opportunity Clinical Perspective Reduced Deficits

“TEAM EDUCATOR” Admin/Teach/RSPs/Parents Knowledge Bases Methodologies Strategies/Techniques Student & Curriculum Content & Contexts Supports Observable Behaviors

GOAL-WRITING ACTIVITY 1. Reviewandsortthe data 2. Check thetypeof information each statement represents in the goal-writing process 3. Organize, interpretandlistpossible target areas 4. Prioritizetarget areas 5. Write ONEgoalthat will have a broad impact on academic success 6. Writesupportingobjectives 7. Jot downpossible activitiesthat will address those objectives (time permitting)

ACTIVITY DISCUSSION • Was the checklist helpful? • What did you like about it? • What did you dislike about it? • What would you change? • Did it facilitate organization and interpretation of data? • Do the goals/objectives you produced pass the tests?

ASHA’s POSITION Total workload activities must be considered when setting caseload standards.

UNDERLYING PRINCIPLE #1 Each student added to the caseload increases time needed by SLP.

UNDERLYING PRINCIPLE #2 Caseloads must be of a size that allows SLPs to provide, conduct, collaborate, implement, carry out, and complete.

UNDERLYING PRINCIPLE #3 Education agencies must implement a workload analysis approach to setting caseload standards.

WORKLOAD is . . . • NOT synonymous with caseload. • ALL the activities required and performed by the SLP.

CASELOAD SIZE Influences . . . • Ability of SLPs to meet student needs. • Roles and responsibilities. • Extent of direct service time provided. • Quality of service and overall education provided.

OTHER FACTORS • IDEA mandates • Student factors • State and local regulations • School policies and expectations • Professional influences • State certification requirements • State and local budgets • Unfunded mandates

WORKLOAD “CLUSTERS” • Direct services (instruction, intervention, and evaluations) • Indirect services that support program implementation • Indirect activities that support LRE and gen. ed. curriculum • Activities that support compliance & professional duties

STEPS IN A WORKLOAD ANALYSIS • Brainstorm a list of your roles, responsibilities, and activities. • Analyze your current workload relative to the needs of students receiving services. • Check for balance. • Collaborate to address issues

PROFESSIONAL VITALITY Recruitment & Retention “Burn-Out”

Stop and Think Look Choose Establish Goals Acknowledge Yourself Let Go Believe PERSONAL BALANCE

AND INCONCLUSION . . . Questions Comments Workshop Evaluation

GOALS FOR THE FUTURE: Yours, Ours, and Theirs