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1 Actively participate on pre-referral teams to ensure that at-risk children are being identified early and interventions are in place before making a referral for an evaluation for special education.
2 Brainstorm with colleagues in your building who share the same philosophies and ideas around literacy.
3 Form literacy teams with other staff, which can include regular education teachers, reading teachers, resource teachers, student teachers, other related-service providers, administrators, and building leadership-team members.
4 Begin literacy teaming by clustering speech and language students into one classroom. Start small and gradually add more classrooms.
5 Make literacy-teaming blocks a scheduling priority and gain support from the administration for this schedule.
6 Target a variety of IEP speech and language objectives through literacy activities with students.
7 Collaborate closely with reading staff to plan and implement programs targeting children struggling in literacy.
8 Utilize academic preparation and training in sound-symbol relationships to help other staff identify when a child is developmentally ready to benefit from a specific type of reading instruction.
9 Consider an SLP position specifically for K-2.
10 Consider obtaining additional training in reading and learn more about how children learn to read. Children with speech and language needs will greatly benefit from specific strategies implemented by an SLP who understands the importance of phonemic awareness skills in reading.
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