Middle+School+Speech+Options

**__ 2008-2009  __**  **__  Pull-Out Speech/Language Service vs. Consultant Teacher Service  __** **Infused speech/language therapy rarely occurs with this type of student because the consultant teacher provides that service** __ Consultant Speech Service  __ Quarterly consult for a SI __classified__ student who receives __no__ other speech/language service is beneficial as it makes the SLP aware of the student in a more formal manner **__ Classroom Programs  __** **Students are rarely seen in a pull-out model when they are seen in this infused model (severe articulation errors are the usual exception)**
 * __ Outline of Current Speech-Language Programs/Options at the Middle School Level  __**
 * Speech/Language Pull-Out Service  **
 * SLP focuses on __fundamental__ language goals
 * Sessions routinely focus on vocabulary-skill building [word parts (keys), context clues, linking to prior knowledge, test taking vocabulary, etc.] While building vocabulary strategies is the focus, within lessons skills relating to pragmatics, following written directions, main idea, summarizing, memory strategies, written language skills, etc. are touched upon…however the consultant teacher is generally more directly focused on these skills.
 * Groupings are often a mix of houses (teachers) and can also be a mix of grades, so routinely doing vocabulary specifically connected to current lessons within the class is not always feasible
 * Students who are typically appropriate for service:
 * Moderate to severe delays in speech and/or language skills
 * Poor vocabulary-weak knowledge of basic information (lack basic strategies to interpret meaning)
 * Consultant Teacher / Study Skills Class / ELA Skills Class **
 * Covers language-based academic skills for most students with mild delays in speech/language
 * Focus on filling in __current__ curriculum gaps
 * Writing strategies
 * Re-works class tests and assignments to meet student needs
 * Majority of consultation occurs with teachers, not student
 * Focus is on classroom performance and speech/language concerns noted within that setting (relies heavily on teacher input)
 * Benefits students who were previous serviced directly or recently evaluated students who do not qualify/would not benefit from direct speech service.
 * Generally found most effective when student has had direct service in middle school due to SLP’s familiarity with student needs.
 * If concerns persist in transition from elementary to middle school, it may be most beneficial to identify the student and provide a brief explanation of concerns or needs (as opposed to recommending quarterly consult or a re-check in the Fall) to the middle school SLP so that if teachers develop concerns we could provide information/strategies quickly and determine need for more direct intervention based on teachers’ concerns
 * 15:1 Classrooms (one class at each grade in both Spry and Willink) **
 * Strong academic program – maintains similar curriculum to regular class
 * Difference in pacing of instruction, simplified language, more use of visuals and multi-modal instruction; designed to support students with language deficits
 * Entire class integrated into regular Science (Social Studies also at Willink, anticipated at Spry for 2009-10)
 * Combination of some 15:1 and some consultant teacher classes is an option depending on skill sets of specific students
 * SLP infuses 2x/week (currently for 40 minutes)
 * Role of SLP looks more like that of a consultant teacher in that we:
 * Covers language based academic skills
 * Fills in current curriculum gaps
 * Address writing strategies

** 12:1 Classroom (one class for grades 6-8, currently at Willink…may be moving to Spry) ** Students may be seen in pull-out sessions in addition to the infused service within this model
 * __ Highly __ life-skills based
 * Focus on student self-advocacy and skills that will be needed in adulthood
 * Basic social skills, solving disagreements with others, money skills, ordering from a menu, telling time, reading and understanding the newspaper, cooking, and skill-based field trips
 * SLP infuses 2x/week (currently for 40 minutes)
 * SLP works on concrete concepts:
 * social skills
 * understanding basic vocabulary relating to classroom texts (i.e. liter, expensive, soldier, vote, depressed, etc.) and emergency/life-skill words (i.e. exit, danger, poison, flammable, etc)
 * basic writing skills [i.e. letters, e-mail, using spell check (and other technology-based programs)]

** 8:1 Classroom ** **(one class for grades 6-8 - currently only at Willink)** **__ Notes  __**  ·  **  Pragmatic Language  ** o   Addressed within all programs as needed/appropriate o   If this is the student’s only language-related need…often best served through school counseling group *In summary, the previous information should be considered guidelines for typical cases…please feel free to contact us with questions regarding specific students who you feel would require different supports than the ones listed…we would be happy to brainstorm ideas with you on how to best meet the needs of our students at the middle school level*
 * Highly academic with mandatory counseling component
 * ELA and Math follow closely to regular education class (even more closely than 15:1 program)
 * Science & Social Studies are infused classes and then modified as needed
 * Students appropriate for program have challenges with peer/general relationships, large group settings, and are close to grade-level in their skills
 * Currently pull-out speech service or consultant speech service are available to students in the program
 * ** IEP Goals  **
 * Please write goals only for students who received pull-out service (not infused)
 * Typically 2-3 goals are plenty for pull-out students
 * ** Articulation  **
 * Students with **__only__** articulation errors are addressed at the middle school level **__only__** if it is severe **__and__** the student is motivated to change
 * Usually provided for 10-20 min. out of a study hall, lunch or homeroom period. This is helpful in the sense that it is easier to transition students in and out of therapy because they do not have a gaping hole in their schedule where they used to have speech and if we begin sessions with them, we are not trying to locate an entire ½ block (40 minutes) to meet with them.
 * ** Evaluations and Building Meetings  **
 * Due to the (incomplete) transition to the RTI model at the middle school the testing loads have diminished some, however the amount of time spent in meetings has increased dramatically.
 * During meetings we provide strategies and brainstorm solutions with a team of metal health professionals and teachers. If teachers do not find those strategies effective we are often asked to follow-up by evaluating the student.
 * The meetings occur a bit differently in each school
 * Spry has meetings with each of the three houses at different times (once a week)
 * Willink reserves every Thursday morning (9am-noon) to discuss student needs
 * Due to the number of students (approximately 1000 in each school) there is a great amount of time spent on team (consult), parent/teacher, building team/IST/RTI, etc. meetings
 * ** Schedule  **
 * It appears as though the schedule will be changing at the middle school level from 80 minute blocks (consists of two 40 minutes ½ blocks) to single 50 minute blocks – something to think about when recommending service (may need to alter how things are written on the service table of the IEP)
 * Scheduling note: beginning in 7th grade students take a foreign language (unless they are exempt)
 * If pull-out speech occurs in 7th of 8th grade the student looses the study skills class they have with their consultant teacher…must choose which support is most needed by the student (occasionally music requirement will be waived so that both supports can occur)
 * ** Folders  **
 * Feel free to send ALL 5th grade folders our way. It’s helpful to know the history of speech/language service on past cases as well as present….plus it will help empty your file drawer!