#Throwback Thursday. The Intake Evaluation Team receives the “Be The Answer Award” for completing their first year of > 99% compliance. They are now working on >99% compliance for the third year in a row! Every three-year old evaluation in HISD in on time!!
Houston ISD Special Education Services will launch a FOURTH new assessment instrument this school year on April 8th. In addition to the Kaufman Test of Educational Achievement, Third Edition (KTEA-3); Woodcock Johnson IV; and the Delis Rating of Executive Functioning; the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V); will debut on April 8th with a morning training. The combination of these new assessment instruments in the district allow evaluators to follow current practices in the evaluation for Learning Disabilities, Dyslexia and ADHD.
The HISD Speech team is hard at work at the TSHA annual conference. Speech Therapy recruitment and best practice service delivery model presentations are on the agenda!
Diagnosticians in HISD know! These elite professionals are highly trained in educational and cognitive measurements, they understand the practical impact of IDEA in our schools and they value the intent of special education to enable students with disabilities to access grade level curriculum. Did you know however, diagnosticians in HISD also play a vital role in the intervention assistance team (IAT) process, they serve as the liaisons for job embedded training for the Section 504 process and district initiatives such as Goalbook, Kurzweil, Universal Design for Learning (UDL) and the HUB.
In honor of Educational Diagnostician Month, we would like to thank all HISD Diagnosticians for everything they do and accomplish!
The relationship between language, literacy, and communication is powerful. Speaking, listening, reading, and writing develop together; therefore, meaningful language, literacy, and communication opportunities should be embedded into every part of a student’s day. Research tells us that when adults create rich language and literacy environments and respond to a child’s communication in specific ways, they can boost that child’s emergent language and literacy development and increase the likelihood of future academic success. (www.hanen.org)
The acquisition of language and literacy skills is social. It happens because young children want to interact and communicate with others. Literacy occurs during meaningful interactions, experiences, and activities; however, children differ in how and how fast they learn. Some language and literacy learning happens naturally during play and everyday experiences, and some depends on explicit instruction from observant and sensitive adults. Differences in children’s home language and culture can affect literacy development. Classroom literacy experiences should allow for and value these differences. Language and literacy are connected from infancy onward. Speaking, listening, reading and writing develop concurrently rather than sequentially. (www.highscope.org)
The American Speech-Language and Hearing Association (ASHA) states in its position statement that the connections between spoken and written language are well established in that (a) spoken language provides the foundation for the development of reading and writing; (b) spoken and written language have a reciprocal relationship, such that each builds on the other to result in general language and literacy competence, starting early and continuing through childhood into adulthood; (c) children with spoken language problems frequently have difficulty learning to read and write, and children with reading and writing problems frequently have difficulty with spoken language  ; and (d) instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language.
As with difficulty in learning to listen and speak, difficulty in learning to read and write can involve any of the components of language—phonology, morphology, syntax, semantics, and pragmatics. Problems can occur in the production, comprehension, and awareness of language at the sound, syllable, word, sentence, and discourse levels. Individuals with reading and writing problems also may experience difficulties in using language strategically to communicate, think, and learn. These fundamental connections necessitate that intervention for language disorders target written as well as spoken language needs.
Additional resources from ASHA:
ASHA’s Position Statement on Literacy: http://www.asha.org/docs/html/PS2001-00104.html
ASHA’s Literacy Gateway: http://www.asha.org/publications/literacy/
Building Literacy Skills K-2: http://www.asha.org/uploadedFiles/Build-Your-Childs-Skills-Kindergarten-to-Second-Grade.pdf
Building Literacy Skills 3-5: http://www.asha.org/uploadedFiles/Build-Your-Childs-Skills-Third-to-Fifth-Grade.pdf
155 special education personnel from all levels attended the MDR training presented by Dr. Shuk Wa Wong, Manager of School Psychology, on August 29, 2014. Participants can review the training powerpoint via the link above. Participants are also encouraged to share the message with their campus administrators and colleagues. MDR online training will be available on eLearn in early September.
Beth Goodrich, Senior Manager – Office of Special Education Services and friends began implementation of Kurzweil software at Westside High School this afternoon. Kurzweil was introduced to the English Language Arts Team as the first step to campus wide use. In the classroom Kurzweil is used for all students as tool to enhance the learning experience and for student with disabilities to overcome curriclulm barriers. Kurzweil nicely compliments the PowerUp and personalized learning initiatives also beginning at Westside. During the training teachers used Kurzweil to adapt digital text into text to speech, diagrams, picture prompts and outlines. Participants engaged in discussion on how features of Kurzweil can also be implemented on state wide assessments (i.e. STAAR).
Does your campus “Kurzweil?”
The HISD Speech Therapy team kicked off the new school year by connecting speech therapists (SLPs) to many of the district’s initiatives. Literacy by 3 was introduced by Cheval Bryant, HISD Speech Manager as she posed the following questions to SLPs in small group sessions.
1. Why Should SLPs be concerned about Literacy? How do we fit in?
2. What unique contributions can SLPs make to literacy instruction?
3. What is the relationship between language and literacy?
4. What is the SLP’s role in literacy?
Discussion on the Literacy by 3 district initiative concluded with a review of the American Speech and Hearing Assocition (ASHA) postion statment on literacy found here..
District SLPs engaged in understanding the importance of classroom based speech therapy as the default service delivery model. “All students should be served in the classroom, unless there are skills that the SLP is working on that cannot be supported in a classroom setting… Classroom based therapy is the default option.” At the end of the 2013-2014 data indicates 58% of speech services were delivered in the classroom. The goal for this year is 80% classroom based therapy for all HISD SLPs and the students they serve!
Monday SLP Kick off events concluded with SLP links to Universal Design, and iStation for SLPs.
SLPs can enhance learning and access to the curriculum for all students! View the entire Speech Therapy Job-a-like presentation here.
-Michael Webb firstname.lastname@example.org
Since the core difficulty in dyslexia stems from deficits in phonological awareness skills, phonological memory, and rapid automatic naming abilities, dyslexia is clearly a disability stemming from a core deficit in language.
We as Speech-Language Pathologists (SLPs) can, and should be, the first responders for young students as risk for dyslexia.
By identifying students with poor phonological awareness skills, or phonological awareness skills that do not match up with other language skills or cognitive abilities, we can make a difference in helping students at-risk for dyslexia before they begin to fail at reading.
The earlier remediation begins, the less severe the impact of the disability will have on the student’s life.
The SLP’s role in identifying students at risk for dyslexia include:
- Dyslexia is a specific disability that is neurological in origin.
It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(Adopted by the International Dyslexia Association Board of Directors, November 2002)
2- Know the Signs of Dyslexia
- May have difficulty with rhyming
- May have poor auditory memory for nursery rhymes and chants
- May have difficulty learning and remembering the names of letters in the alphabet
- May have difficulty recognizing letters in his/her own name
- May mispronounce familiar words
- May be unable to recall the right word
- May have trouble learning numbers, days of the week, colors, and shapes
- Fails to understand that words come apart (i.e. snowman can be pulled apart into snow and man, man can be broken down as /m/ /a/ /n/)
- Complains about how hard reading is, or “disappearing” when it is time to read
- Cannot sound out simple words like cat, map, nap- lacks a strategy to decode single words
- Relies on context clues to recognize a word
3- Use A Language Assessment to Identify Students Who Need Further Testing for Dyslexia
When completing a language assessment on students in pre-K through second grade, include the CTOPP-2 in your assessments. If the student scores low on the CTOPP-2, CONNECT WITH THE CAMPUS EVALUATION SPECIALIST AND CONSIDER A DYSLEXIA REFERRAL.
If the student scores average to high-average on the receptive language portion of the language test you administer, but the teachers tell you he/she is lagging behind in his/her reading skills, CONNECT WITH THE CAMPUS EVALUATION SPECIALIST AND CONSIDER A DYSLEXIA REFERRAL.
If the student demonstrates good listening comprehension skills, but poor decoding skills or reading passage comprehension skills, CONNECT WITH THE CAMPUS EVALUATION SPECIALIST AND CONSIDER A DYSLEXIA REFERRAL.
If the student demonstrates poor decoding skills, difficulty decoding nonsense words, poor spelling skills, strength in listening comprehension but weakness in reading comprehension, and poor response to intervention to remediate these skills, CONNECT WITH THE CAMPUS EVALUATION SPECIALIST AND CONSIDER A DYSLEXIA REFERRAL.
If you feel that a student is exhibiting characteristics listed in “Recognizing Signs of Dyslexia”, CONNECT WITH THE CAMPUS EVALUATION SPECIALIST AND CONSIDER A DYSLEXIA REFERRAL.
*If a student demonstrates poor reading comprehension skills ALONG WITH poor listening comprehension skills, the student may have a global language disorder co-occurring with dyslexia.
As SLPs, we hold a valuable key! Let’s use it to make a difference in children’s lives.
By: Cheval Bryant