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Common Core State

Standards

Using the standards to

plan intervention

Lissa Power-deFur, Ph.D., CCC-SLP

Longwood University

• As a school-based SLP, you are told that you

must start to address the Common Core State

Standards in your IEPs and interventions. With

your caseload and obligations you wonder, “just

HOW can I do one MORE thing?”

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Learner Outcomes

1. Identify the language and communication

expectations of the Common Core State

Standards

2. Use an analysis model to analyze the

standards and identify specific communication

skills a student must have to meet the

standards.

3. Develop direct and collaborative interventions

to facilitate a student's mastery of standards

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Overview of Common Core State Standards

Linguistic and Communication Expectations of

the Standards

Analysis Model

Application to Students

Agenda

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Disclosures

5

Financial

Lissa has a financial arrangements with

WiSHA for this presentation

Lissa published a book on the CCSS and

SLPs with Plural Publishing

Nonfinancial

Lissa the ASHA VP of Standards and Ethics

in SLP 2014-16

Lissa thanks her colleagues who

authored chapters in the CCSS book,

sharing their expertise

1. Research and evidence-based

2. Aligned with college and work expectations

3. Rigorous

4. Internationally benchmarked

– http://www.corestandards.org/

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Common Core State Standards

(CCSS) – June 2010

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Council of Chief State School Officers (CCSSO)

National Governors Association (NGA)

With financial support from the Gates Foundation

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Source?

• Need for Critical readers

• Thoughtfully engaged with literary

and informational texts

• Cogent reasoning

• Use of evidence for deliberation

• Responsible citizens

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Desire for literate globally

competitive persons

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Has your state adopted the standards?

• Cross-Disciplinary Standards K-5: English

Language Arts & Literacy in History/ Social

Studies, Science & Technical Subjects

• Standards for English Language Arts 6-12

• Standards for Literacy in History/Social Studies,

Science & Technical Subjects 6 – 12

• Mathematics

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Sections of CCSS

• Essential - for academic college

courses/workforce training

• Rigorous – reasoning, justification, synthesis,

analysis, problem-solving

• Clear and specific – measurable

• Teachable and learnable – instructionally

manageable

• Grade-by-grade – limited repetitions across

grades

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Criteria used in creation of

CCSS

• Students who meet the Standards

develop the skills in reading, writing,

speaking and listening that are the

foundation for any creative and

purposeful expression in language.

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CCSS Initiative, June 2, 2010

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• Reading Literature

• Reading Information Text

• Reading Foundation Skills

• Writing

• Language

• Speaking and Listening

• Mathematics

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Everything relates to language!! What the standards are not

• Directing teaching methodology

• “Dumbing-down” the standards

• Creating more tests

• Federally-run

• The precursor to a national curriculum

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• “Students with disabilities …

must be challenged to excel

within the general curriculum”

• English language learners can

excel by tapping skills they

bring to the classroom

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What does the CCSS say about special populations?

• Professional development for special educators

and related personnel is critical.

• Collaboration among education partners.

• Placement of ELL students in literacy-rich school

environments

CCSS defers to educators for

student success

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supports, accommodations, and

related services to meet the unique

needs of students with disabilities

IEP goals will be aligned with and

chosen to facilitate student attainment

of standards

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“High-quality, evidence-based, individualized instruction and support services.”

• Dynamic Learning Maps Designed to build

a bridge from the CCSS to the academic

expectations for these students

–Developed by experts in content areas

and persons with expertise in instruction

for students with significant cognitive

disabilities.

(dynamiclearningmaps.org)

Students with more severe disabilities

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• Address linguistic and metalinguistic

foundations of the curriculum

• Incorporate prevention, assessment,

intervention

• Collaborate with fellow educators

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SLPs are critical for student success!! Our Language Expertise

• Language expectations of CCSS

• Language challenges in standards and

curriculum for children with language

impairments, children who are at risk

• Appropriate interventions, accommodations,

modifications for children with speech-language

impairment

• Integrate intervention with language

expectations of the general curriculum

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But we can’t do it alone!

• Participate in teams

– CCSS implementation teams

– Student support teams

• Joint planning for intervention

• Classroom-based co-teaching

– Whole-class lesson

– Small groups for targeted students

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Language and communication

expectations of the CCSS

• Comprehend and evaluate texts

• Construct arguments and convey intricate

information

• Adapt communication to varying demands of

audience, task, purpose, discipline

• Understand other perspectives and cultures

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CCSS expects students to have these language skills

The standards build on one another, increasing in complexity each year

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Speaking and Listening Expectations

• Students gain, evaluate and present

increasingly complex information, ideas

and evidence through listening, speaking

and the media

• Focus is on academic discussion in 1:1,

small-group and whole-class settings

• Formal presentation and informal

discussion

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Kinder-

gartena) Follow agreed-upon rules for discussions (e.g.,

listening to others and taking turns speaking

about the topics and texts under discussion

b) Continue a conversation through multiple

exchangesGrade 1

Additional

expectations

b) Build on others’ talk in conversations by

responding to the comments of others through

multiple exchanges.

c) Ask questions to clear up any confusion about

the topics and texts under discussion.Grade 2

Additional

expectations

a) Gaining the floor in respectful ways,

b) Linking their comments to the remark of

others.

c) Ask for clarification and further explanation as

needed 26

Grade 3Additional

expectations

Having discussions with diverse partners, building on

others’ ideas and expressing their own clearly.

a) prepared and draw preparation to explore ideas

c) Ask questions to check understanding, stay on

topic, and link their comments to others.

d) Explain own ideas and understanding

Grade 4 Additional

expectations

b) carry out assigned roles in discussions

c) Pose and respond to specific questions to clarify or

follow up on information

d) Review the key ideas

Grade 5Additional

expectations

d) Draw conclusions in light of information and

knowledge gained from the discussions.

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Language expectations

• Students grow their vocabularies through conversations, direction instruction, and readings

• Students determine word meanings, appreciate nuances

• Students use formal English in writing and speaking

• Students choose among the many ways to express themselves

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Nouns Grade level expectation

Expectation

G1 Common, proper and possessive

nouns

Match singular/plural nouns with

verbs

G2 Collective nouns

Irregular plural nouns

G3 Regular and irregular plural nouns

Abstract nouns

Explain function of nouns

Conventions of Standard English

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G 1 Convey past, present, and future tense

G 2 Create past tense for frequently occurring irregular verbs

G 3 Use simple verbs tenses (e.g., walks, walked, will walk)

G 4 Use progressive, modal auxiliaries (e.g., can, may, must)

G 5 Use perfect tense (e.g., had walked, have walked, will have

walked)

G 8 Explains functions of verbals (gerunds, participles,

infinitives)

Uses passive voice

Uses verbs for mood (indicative, imperative, interrogative,

conditional and subjective)

Verbs

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G 1 Personal, possessive, indefinite

G 2 Reflexive

Explain function of pronouns

G 4 Relative (e.g., who, whose, whom, which,

that)

G 6 Corrects inappropriate shifts in pronoun

number and person

Corrects ambiguous pronouns

Pronouns

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1 Uses frequently occurring conjunctions (e.g.,

and, so, but, or, because)

3 Uses coordinating & subordinating

conjunctions

4 Uses relative adverbs (e.g., where, when, why)

5 Uses correlative conjunctions (e.g., either/or)

Explain function of conjunctions

Conjunctions and Adverbs

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Vocabulary: Determine & clarify meaning

Identifying meaning

K Identify new meanings for familiar words (duck)

G 1,

2, 3

Use sentence-level context as clue to meaning

G 4 Use context (e.g., definitions, examples, or

restatements within text) as a clue to meaning

G 5 Use context (e.g., cause/effect relations,

comparisons) as a clue to meaning

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Inflections and roots

Inflections and root words

K Use the most frequently occurring inflections and

affixes (-ed, -s, re-, un-, pre-, -ful, -less) as a clue to

meaning

G 1 Identify frequently occurring root words and

inflectional forms (e.g., look, looks, looked, looking)

G 2,

3

Determine meaning of new word formed when known

prefix/affix is added (e.g., happy/unhappy)

G 4,

5

Use common, grade-appropriate Greek and Latin

affixes and roots as clues to meaning (e.g., telegraph,

photograph, autograph)

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Explore word relationships

Categories and attributes

K,

G1

Sort common objects into categories

K Understand frequently occurring verbs

and adjectives by relating them to their

antonyms

G 1 Define words by category and one or

more key attributes (e.g., a duck is a

bird that swims)35

Nuances of meaning

Distinguish Shades of Meaning

K Among verbs describing the same general action

(e.g., walk, march, strut, prance)

G 2 Among closely related verbs (e.g., toss, throw) and

closely related adjectives (e.g., thin, slender, skinny)

G 3 Among related words that describe states of mind or

degree of certainty (e.g., knew, believed, wondered)

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Nuances of meaning

Nuances of meaning

G 3 Distinguish literal and nonliteral meanings of words

and phrases (e.g., take steps)

G 4 Explain meaning of simple similes and metaphors

(e.g., pretty as a picture)

G 4, 5 Explain meaning of common idioms, adages, and

proverbs

G 5 Use relationship between words (synonyms,

antonyms, homographs) to understand words

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Vocabulary incorporates Tier 1, 2, and 3 words

Tier 1, 2, and 3 words

K Use words and phrases acquired through

conversation, being read to, and reading

G 1 Use words and phrases acquired through

conversation, being read to, and reading,

including frequent conjunctions

G 2 Use words and phrases acquired through

conversation, being read to, and reading,

including using adjectives and adverbs

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Use grade-appropriate conversation,

general academic and domain-specific

words and phrases

G 3 … including those for spatial and temporal

relationships (e.g., after dinner …)

G 4 … including those that signal precise actions,

emotions, or states of being (e.g., quizzed), and

are basic to a particular topic (e.g., wildlife)

G 5 … including those that signal contrast, addition,

and other logical relationships (e.g., however,

similarly)

Standards Analysis and Intervention

A Step-wise approach

can facilitate

integration of the

standards with

speech-language

services

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Standard Analysis and Intervention

Step 1 Identify the Standards

Review current grade level & prior grade levels for prerequisite skills

Step 2 Identify necessary language skills

Analyze standards to identify language skills needed for success

Step 3 Analyze the child’s current skills and needs

PLOFP

IEP Goals

Step 4 Identify classroom challenges

Review classroom activities, texts, materials

Step 5 Design intervention

Direct with SLP & Classroom-based collaborative activities

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Standards

Current Grade Level

Preceding Grade Levels

Upcoming Grade Levels42

Step 1: What are the Relevant Standards?

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Step 2: What are the Necessary Language Skills?

Language Skills

Semantic

Syntax

Morphological

Pragmatic

Metalinguistic

Step 3: What are the Child’s Current Strengths and Needs?

Data sources

• IEP (PLOAFP, Goals,

Accommodations/Modifications)

• Speech-language

– standardized assessments

– skill-specific probes

• Curriculum-based assessments

• Teacher/specialists observations

• District/state assessments

Strengths

and NeedsStrengths:

Needs

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• Vocabulary probes

– Compare and contrast

– Root word/affix analysis

– Homonyms, synonyms, antonyms

• Story re-tells

• Group discussions

• Pragmatic checklists

• 1:1 Oral presentations

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Individualize your analysisStep 4: What Are The Classroom Activities That May Be Challenging?

• Linguistic complexity

• Receptive and expressive communication expectations

• Metalinguistic expectations

• Auditory and visual environments

Linguistic complexity and

expectations in the

classroom

Teacher observation/checklists:

SLP observation:

Classroom materials:

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Interventions

Direct Services

Classroom Collaboration

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Step 5: What Interventions Will Promote This Child’s Success?

Design and Implement Intervention

• The final step integration of

speech-language intervention with the

academic curriculum.

• Intervention may be appropriate in a

pull-out setting to teach specific skills.

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Caryschmidt.com (via google images)

May 2015 49

APPLICATION: Child with SLI

• Joe is a fourth grader who has received speech-

language services since preschool years and

has made great progress, yet continues to have

a vocabulary deficit.

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Step 1: Review the Standards

• Language Standards – Vocabulary Acquisition &

Use

– L.4.4 Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on grade 4 reading and content

• a. Use context as a clue to meaning (e.g.,

definitions, examples or restatements in the

text)

• b. Use common, grade-appropriate Greek and

Latin affixes and roots as clues to the meaning

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Context:

• G4: definitions, examples, or

restatements in text

• G3, G2, G1: sentence-level context

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Step 1: Review preceding grade levels

• G4: Common Greek and Latin affixes

– e.g., telegraph, photograph, autograph

• G3: Determine meaning when known affix is added

– e.g., agreeable/disagreeable, care/careless

• G2: Determine the meaning when a known prefix is added

– e.g., happy/unhappy, tell/retell

• G1: Use frequently occurring affix/root word as clue to meaning

– e.g., looks, looked, looking

• K: Use most frequently occurring inflections and affixes as clue to meaning

– e.g., -ed, -s, re-, un-, pre-, -ful, -less

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Preceding grade levels: affixes & roots

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Step 2: Analyze needed language skills

CCSS Expectation Needed Language Skill

Use of Context Comprehension of definition vs. example vs.

description

Knowledge of syntax to identify part of speech

Use of affixes and

roots

Morphological awareness skills:

- Recognize affixes

- Isolate the affix from the root

- Identify morphological constraints (what

affixes can be joined to what roots; which

affixes are prefixes and which are suffixes)

- Synthesize affix and root

- Phonological skills to adjust phoneme and

stress as new word is produced

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STEP 3: Analyze child’s current skills

• PLOAFP:

– Oral and Written Language Scales –II reveal

that Joe’s language skills are scattered with

significant weaknesses in understanding and

use of abstract vocabulary and figurative

language.

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• Teacher report:

– Attentive, yet seldom asks questions

– Frequently slow in completing language arts tasks

– Masters vocabulary if taught in the classroom

– Difficulty with vocabulary generally understood by

other students.

• Written narrative analysis:

– Heavy use of simple, concrete vocabulary

– Misunderstanding of terminology

– Misapplication of new vocabulary.

• SLP probe of morphological awareness skills

(from Larsen & Nippold, 2007) revealed

weaknesses in understanding meaning of

words with affixes

• Difficulty identifying and explaining affixes

and roots in selected vocabulary from G4 and

G3 textbooks

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• IEP goal: Joe will demonstrate mastery of 80%

vocabulary words from the grade 4 reading,

social studies, science and math content by

June 15, 2015.

• Accommodations:

– use an on-line dictionary program on his

classroom computer

– additional time on in-class writing

assignments

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Step 3: Information from the IEP

Step 4: Analyze Classroom challenges

• Language Arts, Social Studies, Science and Math

texts vocabulary words that may be difficult.

– Mixture of vocabulary that would be mastered at

an earlier age and that presented in grade 4.

– His use of words with affixes

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Step 5: Design Intervention

• Collaborate with Teachers

– Task:

• pre-teach meaning of common prefixes

– Location:

• individual session

• small group in the classroom

– Target vocabulary:

• The teacher identifies the vocabulary he will be teaching the entire class

• The speech-language pathologist focuses on vocabulary that may be difficult for Joe, but would not be the focus of the class instruction.

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Step 5 – Direct Intervention

• Focus on morphological analysis skills to master

new vocabulary

– The SLP identifies the word “absorption” in the text as

an opportunity to teach the meaning and use of the

suffix “tion.”

• frequently used suffix that means “act or process.”

– Review the various meaning of “tion” and apply it to

the verb “absorb.”

– Joe completes a word web with “tion” in the middle

and identifies 6 other words that include the suffix

“tion” with a comparable meaning.

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STEP 5–Small group in the classroom

• Lead students in creating an “antonym scale”

• Students complete with various terms that describe geographic groupings of people (e.g., settlement, neighborhood, territory, precinct, city, subdivision, state). – (from Diamond, L. & Gutlohn, L. ,

2009)

Antonym Scale

Country

Neighborhood

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From the work of Perry Flynn, MS, CCC-SLPNC Dept of Public Instruction and

University of North Carolina Greensboro

Secondary Students

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Step 1: Analyze the Standards

• CCSS.ELA-Literacy.SL.9-10.4: “Present

information, findings, and supporting evidence

clearly, concisely, and logically such that

listeners can follow the line of reasoning and

the organization, development, substance,

and style are appropriate to purpose,

audience, and task”.

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Consider Alternate Standards for

Students with Severe Disabilities

• Dynamic

Learning Maps

http://dynamicle

arningmaps.org/

• National Center

and State

Collaborative http://www.ncscpar

tners.org/resources

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• EE. SL. 6.1 Engage in collaborative discussions

– With guidance and support from adults … follow

simple, agreed[upon rules for discussions and

contribute information

– Ask and answer questions specific to the topic, text,

or issue under discussion

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Dynamic Learning Map Standard

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Step 2: Identify Necessary Language

Skills

• Taking turns

• Maintaining topic for an appropriate period of

time

• Greeting and departing behaviors

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Step 3: Analyze Student Current Needs

Consider all the data,

standard and non-standard on a student

As a TEAM write the PLAAFP and standards based goals for this IEP

period.

Determine the LRE and service delivery

providers.

First – let’s recall

the ideal IEP

Process

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Continuum of Services

Consultative

Services on behalf of the student

Homebound

RtI Public Separate School

Student Assistance Team Residential

Self-Contained

least restrictive more restrictive

Classroom Speech “Closet”

Job setting

leisure activities/ clubs

home economics setting

“burst/ blast”

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Collaborative Partners

• Vocational Rehabilitation

• Job coaches

• Occupational Therapists

• Physical Therapists

• Supervisors

• Teachers (vocational, art, physical education…)

• Teacher assistants

• Child nutrition workers

• Parents

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Jay, age 20, ASD and mild ID is in an

internship as a bagger at a local

grocery store. He is very social, yet

he needs specific skills in following

directions and interacting with

customers.

Step 4: Identify “Classroom”

Challenges

• Enjoys greeting and carrying on very appropriate

brief conversations

• However …. Jay assumed everyone enjoyed his

greetings and small talk.

• He would leave his duties to pursue customers

until they engaged in what he believed was an

appropriate social interaction.

• He was scaring and annoying customers and

abandoning his duties.

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Step 5: Design and Implement

Intervention: with Jay

• Counseling

• Collaborating with job coaches and employers

• Scripting responses

• Practicing in a variety of environments with a

variety of conversational partners

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Step 5: Plan Intervention with

Collaborative Partners

• SLP worked with the teacher and job coach to

help Jay move past his NEED for reciprocal

greeting

• SLP and job coach role-played various grocery

store interactions

• SLP worked with the grocery store manager/

cashiers to support Jay

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From the work of Brenda Seal, Ph.D., CCC-SLP

Gallaudet University

Students who are Deaf and Hard

of Hearing

Students with Hearing Loss

Profound

Loss

Severe Hearing

Loss

Moderate Hearing Loss

Mild Hearing Loss

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Case Study: Olivia

• Olivia: 6 years old K, recessive genetic

(connexin) deafness

– Early intervention in total communication

– Bilateral hearing aids until 12 months

– Bilateral cochlear implants at 12 months

– Fully integrated in school

– Not inclined to talk in class

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Step 1: Identify the Standards

English Language Arts Standards: Speaking and Listening,

Comprehension and Collaboration:

• Participate in collaborative conversations with diverse

partners about kindergarten topics and texts with peers and

adults in small and larger groups.

• Ask and answer questions in order to seek help, get

information, or clarify something that is not understood.

• Speak audibly and express thoughts, feelings, and ideas

clearly.

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Step 2: What language and communication

skills are required for to meet these standards?

• intelligible spoken language represented by (near) age-appropriate vocabulary, syntax, morphology, phonology, and pragmatics.

• conversational competence in asking and answering questions, and taking conversational turns about different topics with different partners.

• ever-growing vocabulary, and an awareness of conversational breakdowns and willingness to ask for repairs when she is not understanding or is not understood.

79 80

Step 3: Analyze Student Needs

Speech intelligibility averaged a 4.75 (of 5) judged by

unfamiliar adult listeners

GFTA-2 standard score of 105.

Preschool Language Scales-4: Total Score: 90; Expressive

Communication: 92; Auditory Comp: 88

Expressive Vocabulary Test-2: SS at 87

Mixed scores on the Preschool Screening Instrument for

Targeting Educational Risk (Preschool SIFTER):Expressive Communication: 14 (“at risk” is 13)

Socially Appropriate Behaviors: 11 (At Risk)

IEP Goals:

• Olivia will use intelligible spoken language to

interact with peers and teachers in at least 70

percent of documented interactions.

• Olivia will ask and answer questions appropriately

and maintain conversations with peers and adults

in at least 80% of documented interactions.

• Olivia will indicate a need for/attempt to repair when

she fails to understand others or is not understood

by others in at least 80% of prompted opportunities.

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Step 4: Classroom Challenges,

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• Olivia needs to have functioning amplification in

the best auditory environment

– Routine Ling 6 Checks

– Teacher-worn mic for FM boot

– Mic transfer for speech, library, PE, art

– Classrooms are not acoustically treated, with much

reverberation in the gym and excess noise in classes

• Olivia is not a self-advocate

Step 5: Design Intervention: Collaborative

Practices

1. Address all children by name and encourage Olivia (and

others) to “ask ____”, or “tell ___ he dropped his hat; it’s time for

calendar; you need help with clean-up”

2. Make transition announcements and directions (e.g., “It’s

story time, please put away your ….”) from a consistent spot in the

classroom and ensure Olivia’s attention before making announcements

or giving directions.

3. Follow spoken directions and transition

announcements with written details (e.g., Wash up and Line

up, Page 2 in ____)

4. Use “raise your hand if you hear me” prompts to gain

Olivia’s (and others’) attention.

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5. Instruct all children about hearing, listening,

and noise; reinforce their learning with numbers 2,

3, and 4, and incidentally when appropriate.

6. Use pause time (e.g., an intentional self-count to

5) to encourage Olivia (and others) to respond to a

topic, to ask and answer questions, to encourage

conversation turns.

7. Collaborate—plan, instruct, assess, discuss,

document, and work together for Olivia’s

(and others’) best learning.

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From the work of Peggy Agee, SLPD, CCC-SLP

Longwood University

Students with Autism

Meet Sarah, age 10

• Diagnosed with Asperger Syndrome (DSM-IV) at

age 5

• Currently meets the criteria for ASD (DSM-5),

moderate severity who is a voracious reader, has

difficulty with peer interactions.

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Step 1: Review the Standards

• CCSS.ELA.LITERACY.SL.4.1

– Engages effectively in a range of collaborative

discussions with diverse partners on Grade 4

topics and texts, building on others’ ideas and

expressing one’s own clearly.

• CCSS.ELA.LITERACY.RL.4.1

– Refers to details and examples in a text when

explaining what the text says explicitly and when

drawing inferences from the text.

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Backing through the strand, Sarah does not meet:

• 2.1.B standard: builds on others’ talk in conversations by linking one’s own comments to the remarks of others.

• 3.1 standard. She does not consistently ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as support.

THESE becomes the language and learning targets for Sarah.

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Review Prior Standards

• Identify others’ perspectives

• Identify topic of conversation and ideas to

contribute to the topic

• Listen to others

• Use polite conversation

• Identify main idea(s) of text

• Create questions to probe for additional

information

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Step 2: Identify Needed Language Skills

• Sarah earns acceptable grades in math

• Low average grades in reading and writing

• Is a voracious reader with excellent decoding skills but reduced comprehension

• Has significant difficulty with peer interactions

– (most often assumes the role of “director”)

• Initiates conversations

– has difficulty following and contributing to the conversations of others

• Has significant difficulty with transitions both within and between activities

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Step 3: Analyze Student Needs

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Step 4: Identify Classroom Challenges

A classroom observation:

Sarah stands behind the fish tank in her fourth-grade classroom watching the children in her collaborative group as they complete their assignment nearby. She twists her long hair into a tight knot and begins to sway from side to side. Periodically, she calls out to the group, “No, not like that!” but does not offer suggestions or comments. Sarah frequently interjects evaluative statements (“That’s not right.” “That’s stupid”). Her group does not respond to her verbally but eye-rolls, audible sighs, and head shakes suggest they have heard her. The group continues with their in-group discussion.

• Questioning techniques – highlighting particular words in reading passage and use adult questions to relate these words to the main idea

• Anaphoric cuing – underlining pronouns to have Sarah identify the noun referent

• SLP & teacher supported thinking/talking about

– thinking and reading

– thinking and conversation

• Role playing peer interactions

• Social scripts and video modeling to focus on entry into and maintenance of conversation

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Step 5: Design Intervention –

Collaborative Practices

From the work of Judy Rudebusch, Ed.D., CCC-SLP

Consultant

Students who are English

Language Learners

CCSS and ELPD

• ELPD standards aligned with language

demands of CCSS

• Use state’s ELPD standards alongside the

CCSS

– Embed linguistic accommodations

– Provide scaffolding for English language acquisition in

content instruction

• Listening, Speaking, Reading, Writing

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Language Acquisition ~

A Complex Issue

• Heterogeneous group

– Ethnic background, first language, SES, quality of prior

schooling, level of English proficiency

• Strong academic background?

• Limited formal schooling?

• Little literate language structures in either language?

• Long-term English learners ~ >5 years

• Risk factors for school success

– Poverty, mobility, trauma, language

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English Acquisition

(Reminders)

• Sequential language acquisition

• Six predictable stages of acquisition

• Normal aspects of learning L2

– Interference or transfer of L1 to L2

– Silent period

– Code switching

– Language loss in L1

– Unusual prosody

– Speech sound production influenced by L1 phonemes

– Word-finding difficulties; limited vocabulary

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Social – Academic – Language & Literacy

• BICS

• CALP

• Language & Literacy Issues

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Difference or Disability?

• Important SLP Role

– Distinguish between communication disorder and perception of a language disorder that is actually a language difference

– Both over- and under-identification

• Language Disorder

– Child’s language skills deviate significantly from norms and expectations of child’s home community

– Child’s language skills considered defective by child’s cultural community

– Must be present in the child’s native/home language

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Challenging Standards for ELLs

• Speaking and Listening

– Engage in a range of collaborative discussions

– Present claims & findings, sequence ideas logically

– Use appropriate eye contact, adequate volume & clear pronunciation

– Adapt speech to a variety of contexts

• Language (listening speaking reading writing)

– Command of conventions of Standard English grammar & usage

– Determine meaning of unknown & multiple-meaning words

– Figurative language, word relationships, nuances in word meanings

– Grade appropriate conversational, academic and domain-specific words & phrases

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Case Study: Maria

• 10 years old; fourth grade; bilingual class

• Enrolled in bilingual education in same school

district since pre-k

• Home Language: Spanish

• Provided reading and language interventions

through campus RTI services (non-responder)

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• Classroom teacher, ELL teacher and SLP

identify the need to focus on speaking and

listening and language standards from prior

grade level.

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Steps 1 & 2: Analyze the Standards

and Needed Language Skills

• Concerns: low achievement in reading, writing, math, science

– Slow progress in English Acquisition

– Trouble expressing herself in writing (both English and Spanish)

– Less developed academic language in Spanish

• Comprehensive special education evaluation in English and Spanish by bilingual evaluation

• Eligibility: LD in oral expression; SLI with language disorder in Spanish

– Adverse effect on educational performance in reading comprehension, written expression, verbal skills for class participation

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Step 3: Identify Student Needs

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• Difficulty expressing herself in writing in Spanish

and English

• Difficulty with academic language in Spanish

• English language acquisition is slower than her

bilingual peers in conversation and reading

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Step 4: Identify Classroom ChallengesStep 5: Design Intervention:

Collaborative Practice

• Classroom teacher, ELL teacher, and SLP

scaffold language skills and use common

linguistic accommodations

• New IEP aligns with CCSS

• ELL Language Action Plan is coordinated with

IEP

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• Agee, P.C. (2016). Students with autism spectrum disorder. In Power-deFur, L. Common Core State Standards and the speech-language pathologist: Standards-based intervention for special populations. San Diego: Plural Publishing.

• Ainsworth, L. (2013). Prioritizing the common core: Identifying specific standards to emphasize the most. Englewood, CO: The Leadership and Learning Center.

• American Speech-Language-Hearing Association. (n.d.) Common Core State Standards: A resource for SLPs. Retrieved December 21, 2014, from http://www.asha.org/SLP/schools/Common-Core-State-Standards/.

• American Psychiatric Association.(2013). Diagnostic and statistical manual, 5th edition. (DSM-5). Autism spectrum disorder. Retrieved from http://www.dsm5.org

• American Speech-Language-Hearing Association. (2006a). Knowledge and skills needed by SLPs for diagnosis, assessment, and treatment of ASD across the lifespan [Knowledge and skills]. Retrieved from http://www.asha.org/policy

• American Speech-Language-Hearing Association. (2006b). Principles for SLPs in diagnosis, assessment, and treatment of ASD across the lifespan [Technical report]. Retrieved from http://www.asha.org/policy

• Blosser, J. , Roth, F. P. , Paul, D. R. , Ehren, B. J. , Nelson, N. W. & Sturm, J. M. (2012, August 28). Integrating the Core. The ASHA Leader. Retrieved September 20, 2014, from http://www.asha.org/publications/leader/2012/120828/integrating-the-core/

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powerdefurea@longwood.edu

•

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Thank you!