Wednesday, October 31, 2012
Monday, October 29, 2012
My good friend Christina over at SugarandSpice has been attending some amazing professional development seminars and sharing the wealth of information with me!
Currently, one of the big topics being discussed is vocabulary development. The state tests for our little kiddos are changing and becoming increasingly difficult. As a speech-language therapist, it is important for me to stay up on what's required on my little ones. In order to help them, I need to know what's required of them.
For the new assessments, students are no longer being asked, "What does ______ mean?" Instead, students as young as third grade are being required to read text, search for information, make inferences AND cite references! Wow! Looking at some of the examples, I'm not sure how well I would do answering some of those questions :)
Vocabulary plays a huge part in this as well. State test questions are requiring students to use context to determine unknown word meanings. Research also supports this. Giving our students strategies (such as using context clues) is proven to be more successful than trying to teach individual words (see below).
In response to this, I went straight to my computer and made a packet of activities to address these skills. :)
Saturday, October 27, 2012
How is everyone doing out there? I just spent last night working on progress reports until I couldn't see straight. At my school district, I'm required to write progress reports for all of my students every 5 weeks-yes, you heard right-every 5 weeks! It keeps me pretty busy :)
I'm a little behind on this but wanted to let you know about a new product listed on my TPT store.
It's titled "Social Butterfly" and it's designed for those social groups I know a lot of us are doing.
In this adorable game, you receive:
*1 set (12 cards) of How Would You Feel Questions.
Example: The UPS truck came with a large package having your name on it. How would you feel?
*1 set (12 cards) of How Would They Feel Questions
Example: The police station hired 10 new police officers. How would a thief feel?
Example: Show me how you would feel if you had to give a speech to the class that you didn't practice.
*1 set (12 cards) of Identifying Social Problems and Solutions
Example: A friend asked you to help teach his cat some new tricks. You've worked with the cat for a month and he still can't do a trick. You think it's a waste of time. What's the problem? What's a solution?
*1 set (12 cards) of What does this Idiom/Proverb mean?
Example: At the school dance, Chris says "I want to ask Lauren to dance but I have two left feet!" What does he mean?
*1 set (12 cards) of You’ve been Caught!-give a card back
You can find this activity HERE at my TPT store or HERE at my Teachers Notebook store.
I can never get enough social group activities because it seems that once I use one, the kiddos already know the answer and I must come up with something new to present to them.
Social Candy Monsters over at SLP Gone Wild
Fall Pragmatics Pack from Denise Polley
Social Aliens from Danielle Reed
Wednesday, October 24, 2012
Working with kiddos, I should have learned this earlier, but I didn't.
Last year, I was a nice person and let the kids pick out of a bowl which candy they wanted. I had a few boogers grab handfuls and run. This year, I will learn my lesson and be that stingy person who hands each child a piece of candy. Hopefully, my candy will last a little longer!
Anyways, I am curious as to what other speech therapists are thinking about this new teacher evaluation. Here in the state of Ohio, we are adopting a new evaluation for teachers that has a performance-based component (at least 10% must be based on how the student achieves on state tests). My district is throwing around the idea of how to evaluate me and if I (as a speech therapist) should be evaluated on this system along with the teachers.
- My first point (and I might be hated for saying this) is I agree that some aspect of our jobs should actually be performance-based. Our students should be making progress. Even my oldest kiddos with the most severe of disabilities should make progress in a year's time. If not, I'm not doing my job. My friends who went to work in the medical setting understand this. If they don't show documentation of progress, Medicaid does not reimburse for therapy time.
- The part that I am having difficulty with is the actual tool used to measure progress. If my students are evaluated on their progress to make sounds, improve their phonological awareness, have a broader vocabulary, deepen their listening comprehension, increase their fluency, or improve their vocal quality....then by all means-evaluate me! I want and need to make sure I'm doing what I need to be doing! However, if you're evaluating my effectiveness as a speech therapist based on how a student performs on a state test....then I'm not sure how well of a tool is being used.
- The last piece I will add is the fact that I am not a teacher. I love teachers. They do want I cannot not. However, I'm not one. I did not take a single education course when I went to college. I don't want the convenience of lumping me in with teachers because no one knows how else to evaluate me be my only option.
So....I started researching this option. I discovered that ASHA has come out with a statement about this topic and actually provides school districts with an evaluation option for SLPs. Here is the entire link if anyone is interested in looking into this more.
I want to know your opinion. Have you heard anything about teacher evaluation systems and how do you feel about it?
Monday, October 22, 2012
Congrats to Kathy who will be winning a free CD donated by Susan Sexton containing over 80 games to work on articulation skills! Yay!
Thank you to everyone who commented-I love to see how others are tackling this new and sometimes overwhelming process of RTI.
As a thank-you, I like to offer a consolation prize whenever I have a give-away to show my appreciation for those who commented.
Today I am offering these 3-step sequencing recipe cards as a freebie.
I saw this adorable clipart by Melonheadz and adapted it for my students.
It will be sure to have your little "chefs" smiling about sequencing!
AND 16 recipe cards in black and white (for those of us who need to save on ink!)
You can find this freebie at my TPT store HERE.
Yum! My stomach is growling already!
Tuesday, October 16, 2012
Here is the overview of this program:
“5 Minute Kids is a program for delivering services to students with speech sound disorders by scheduling short, individual drill sessions. This program requires little planning for the professional and minimal time out of the classroom for the student. The child receives therapy in the hallway or a nearby available location for designated number of 5 to 10 minute sessions, based on therapy needs. Over the last 10 years, data has shown that this model is more effective than traditional group therapy in achieving speech and language goals.” (http://www.5minutekids.com/index.html)
Key Components of Response to Intervention (RTI)
5 Minute Kids Articulation Program
District-wide screening to identify those students who require intervention.
Although 5 Minute Kids does not provide a screening, I do my own for all new kindergartners. All students entering kindergarten are screened for articulation errors. Then, I go back and mark students for whom there are concerns and require intervention. This is done at the beginning of the year.
|Students requiring articulation intervention are then scheduled to receive the 5 Minute Program (which IS an evidence-based intervention). See research article: http://www.5minutekids.com/researcharticle.html.|
It is extremely easy to set up tiers within the 5 Minute Articulation Program. Initially, the students that were identified during screening are sent a permission slip (download mine HERE) and scheduled for “Tier 2” intervention which I set up as two 5 Minute individual sessions out in the hall with the student (10 minutes per week). If, after 8 weeks, they are making limited progress, I move them to “Tier 3” and schedule two more sessions (a total of 20 minutes per week).
|5 Minute Kids makes it super easy to progress monitor. Lists of target words come with spaces for data collection. I usually see progress within the first couple of weeks.|
However, Susan is generously offering a free CD (different than the entire volume) to one lucky viewer (retails for $30)! This exciting NEW CD-rom features a collection of MORE THAN 80 GAMES available to print in full color. Perfect for work in small groups or for individual play, these games are simple but FUN and each takes just a few minutes to play. They pair perfectly for implementing an RTI approach to articulation therapy.
To enter, simple comment below with the following information:
Thursday, October 11, 2012
Tuesday, October 9, 2012
I saw this one on A Teeny Tiny Teacher (thanks Kathy). If you haven't headed on over, make sure to check it out-she is hilarious!
This idea came from Pinterest. I love adapting other's ideas and making them useful for speech. My kindergartners created these fabulous trees today using Q-tips and finger paint.
Then, I had the Q-tips ready! For each dot (or at least the majority), I had them practice a sound. Talk about a lot of speech practice!
- The kids had fun
- Lots of sound practice was achieved
- Using the Q-tips made the activity clean (only one student got paint in his hair!)
Monday, October 8, 2012
Saturday, October 6, 2012
2. Word Order
3. Irregular plurals
4. Noun-verb agreement
5. Irregular past tense
Wednesday, October 3, 2012
On Saturday I ran the most I've ever run in my life-ever.
I didn't tell many people just in case the slow bus had to come and get me. Then I would have had to tell them that I didn't finish. But these legs surprised me. I finished and ran the entire time! Today is the first day I could finally walk again without looking like I couldn't bend my knees. Here's a picture. I'm smiling. I look like I'm not in pain. Don't let me fool you. Oh, and yes, I did fist-pump when I crossed that finish line.