Year 1
The Georgia School-based Speech-Language Pathology Leader Team (GSSLPLT) was formed, and focused on developing the Language Tier of the State Improvement Grant (SIG) as well as developing a plan to expand and clarify the role of the school-based SLP.
The plan included the following components:
- Pull-out students received curriculum-based treatment.
- The SLP and kindergarten teacher collaborated in the classroom for a minimum of one 45-minute session weekly. The SLPs and general education teacher developed lesson plans and activities that were aligned with the curriculum. Teams emphasized improving language development (vocabulary/concepts, building background knowledge), comprehension skills, and phonemic awareness skills for all students. SLPs used a variety of collaboration models, including co-teaching, parallel teaching, and centers.
- The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) was used to assess phonemic awareness skills.
- The Oral Story Retelling Rubric (OSRR) was developed and piloted to assess language skill development. The OSRR was aligned with the Georgia DOE academic performance standards and assessed students' language use in retelling stories. Local norms were developed based on the data collected.
- Varied service delivery options included pull-out sessions that were more frequent and of less duration in sessions for a specified amount of time for selected students with articulation errors. The SLPs piloted this service delivery model with several students by scheduling 10-20 minute sessions 3-5 days per week.
Years 2 and 3
Training modules were developed and will be offered to teams of SLPs and classroom teachers from participating schools starting in November 2005. Six regional training sites will offer the training to select teams of SLPs and general education teachers throughout the state. The goal is to train 10% of SLPs in the state of Georgia each year.
|