Speech & Language Professional Learning Community. 8:30 a.m. – 11:30 a.m. 11/4/2011. Meeting Outcomes. A common understanding of SLP licensure and SB-CEU opportunities A shared overview of explicit instruction, sensitive and specific assessments, and SLP “hot topics”
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
8:30 a.m. – 11:30 a.m.
ASHA Program Director
Communicative Sciences and Disorders
(and our Ingham ISD SLP)
1. SLP Role in the RtI Process (Example: Carmichael-Howell “The Amazing Race”
(ASHA Website Search)
2. What is my current role in literacy?
3. A word from our speaker, Dr. Liz Crawford, Ph.D., CCC-SLP
1. Dr. Liz Crawford: Literacy skill set and potential role of the SLP within a multi-
level prevention RtI system.
1. Dr. Liz Crawford: Began developing the potential role of the SLP at the building &
district levels. 2. Next steps: Literacy & data-driven instruction (resources for evidence-based practices in
In what ways has last year’s PLCs influenced your current thinking as a school-based SLP?
-Learning walk observation
-Sharing our tools with other SLPs
-Sharing this information with staff to utilize SLPs more strategically
-How are SLPs collaborating with classroom teachers on same goals as core reading programs- East Lansing
-Active engagement- Anita Archer- www.explicitinstruction.org video clips to encourage active engagement in therapy sessions
Generate at least 3 “great ideas” to report out…(i.e. service delivery,
data collection, scheduling, team process, intervention,
organizational or time-saving tips, etc.)
-Scheduling (block schedule arranged in June with principal- grade levels not in specials during a block of time. Service delivery-Reading Street- pull out. Vs. push-in…teacher/principal influence). Start small- K scheduling success)
--CELF-4 Clinical Evaluation of Language Fundamentals-4
--CELF-P Clinical Evaluation of Language Fundamentals-P
--PLS-4 Preschool Language Scales-4
--TEGI Test of Early Grammatical Impairment
--TELC-E Test of Language Competence- Expanded
--TNL Test of Narrative Language
--PEST Patterned Elicitation Syntax Test
--SPELT-3 Structured Photographic Expressive Language Test-3
--SPELT-P Structured Photographic Expressive Language Test-P
--TEEM Test of Examining Expressive Morphology
“Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?” Language, Speech, and Hearing Services in Schools, Tammie J. Spaulding,ElanaPlante, & Kimberly A. Farinella
(staff, administration, parents, etc.)
Dr. Anita Archer’s structured literacy instruction video series