SPEECH/LANGUAGE THERAPY SYLLABUS INDEX
1. SCHEDULE
a. Daily Schedule
b. Caseload Schedule
2. DESCRIPTION OF STUDENTS
3. STANDARDS/LEARNING AND DEVELOPMENTAL GOALS
4. MATERIALS AND RESOURCES
5. ASSESSMENT PROCEDURES/EVALUATION OF STUDENT
a. Assessment
b. Evaluation
c. Student Records
d. Homework Policy
6. RULES FOR BEHAVIOR
a. Attendance and tardy
b. Classroom Rules
c. Consequences/Behavior Contracts-Reward System
d. Non-Instructional Activities
e. Presentation of Rules and Procedures
7. COMMUNICATION WITH PARENTS
8. CALENDAR (District)
1. SCHEDULE
Daily Schedule
Monday
Slater-Marietta Elementary School
Tuesday
Slater-Marietta Elementary School
Wednesday
Slater-Marietta Elementary School
Thursday
Slater-Marietta Elementary School
Friday
Slater-Marietta Elementary School
Caseload Schedule
Monday-Thursday
7:00 a.m.-3:00 p.m.
Slater-Marietta Elementary School
7:15 a.m.-8:00 a.m. Duty
8:00 a.m.-11:30a.m.
Articulation, Language, Fluency and/or Voice Therapy
11:30 a.m.
Lunch
11:30 a.m.-2:30 p.m.
Articulation, Language, Fluency and/or Voice Therapy
2:30 p.m.-
School Duties
Faculty/Staff Meetings
Class Preparations
Classes
Friday
7:00 a.m.-3:00 p.m.
Slater-Marietta Elementary
7:15 a.m.-8:00 a.m. Car Duty
8:00 a.m.-3:00 p.m.
Speech Department Meetings
Required Speech Workshops
Speech screenings
A-Team
Pure speech
Special Education Reviews
Evaluations
Evaluation Reports
Medicaid Documentations
IEP Meetings
IEP Updates
Observations
2:30 p.m.-
School Duties
Class Preparations
Classes
2. DESCRIPTION OF STUDENTS
My current caseload consists of sixty moderately and/or severely speech-language disabled students. These students range in age from 4 to 12 years old and represent multi-cultural and diverse backgrounds. The primary handicapping condition of these students is Speech-Language Disabled; however several of these students have additional handicapping conditions such as Learning Disabled, Educable Mentally Disabled, or Other Health Impaired. Each student has a current 2017-2018 Individualized Education Plan developed by a team that included the student’s parent(s), teachers, School Administrator, and an SLP. Frequency and duration of therapy sessions are specified in each student’s IEP.
The caseload consists of students with articulation or phonological deficits, students with language deficits, students with fluency disorders, and students who have combinations of these deficits.
Speech-Language Screenings are conducted as needed throughout the school year, following parent or school personnel referral. Screening results are maintained on a screening log by the therapist. If a child shows difficulty during the speech-language screening, further evaluation may be recommended. Parent permission is required for evaluation.
3. STANDARDS / LEARNING AND DEVELOPMENTAL GOALS
Speech evaluation results will indicate area(s) of weakness that will be addressed on each student’s Individualized Education Plan (IEP). A variety of instructional approaches will be utilized to accommodate the adverse levels of the students. Each speech student is encouraged to meet the objectives described in the IEP. The students’ area(s) of weakness may include articulation, phonology, language, fluency, voice and/or auditory processing. Improvement in these areas has a potential impact on the students’ language processing, reading and/or spelling skills as well as their ability to communicate with peers and teachers in the academic setting.
The primary goal is to actively engage students in learning. Each student will be encouraged to meet the objectives described in his or her IEP. A variety of instructional approaches will be utilized to accommodate the individual needs of each student. Each student must be an effective communicator in the classroom in order to derive maximum benefit from the learning environment. The goal of speech/language therapy is to enable the student to be an effective communicator. IEP goals and objectives may be written in the following areas:
Articulation
Phonology
Oral-Motor
Phonemic Awareness/Auditory Discrimination
Fluency
Voice
Language
Receptive and expressive development
Verbal expression
Written expression
Listening comprehension
Processing/strategies
Pragmatics
Syntax
Augmentative Communication
Auditory/Verbal
Functional Communication
4. INSTRUCTIONAL MATERIALS
Adapted children’s literature Tape Recorder
Adapted computers Thematic Units
Art Supplies Video Camera
Articulation and language game boards Webber Artic Cards
Articulation cards Webber Language Cards
Articulation word lists
Audio/visual equipment
Brennan Bear’s active listening games
Camera
Chalk
Chart paper
Children’s books
Clock
Colored markers
Communication software
Computer Activities
Construction paper
Cooking materials
Crayons
Dice
Dry Erase Board
Education games
Finger paints
Finger plays
Flannel board stories
Highlighters
Index cards
Laminating supplies
Language master
Magnetic materials
Make and take books
Manipulatives
Music
Notebooks and folders
Open-ended games
Oral Motor materials
Pencils
5. ASSESSMENT PROCEDURES/EVALUATION OF STUDENT PROGRESS
A. ASSESSMENT
The students who are served in the Speech-Language Program have been evaluated by a Speech and Language Pathologist (SLP) or a Speech and Language Therapist (SLT) and have qualified for placement based on eligibility criteria determined by district, state, and federal guidelines. Local guidelines are available through the SLP assigned to each school. Formal and informal assessments are used to develop annual IEPs with appropriate goals and objectives. An individual criterion for mastery of each objective is included in the IEP as are methods by which mastery will be assessed. In addition, all students must meet the attendance requirements of the district.
Weekly and daily data sheets will be used to track progress. Criterion-Referenced Tests may be administered periodically to measure progress. This progress will be reported to parents at the end of each quarter. In addition, interim progress reports are given at the same time as in the classroom.
Reporting to parents will be done at least quarterly through interim and quarterly progress reports, narratives, phone calls, and/or conferences. Goals and objectives of the IEP will be updated quarterly and the results of students’ progress will be provided to the parent/guardian at least as often as reports are made to parents of regular education students. Evaluations to measure progress will include criterion-referenced tests, standardized tests, teacher observations/checklists, therapist observations and/or therapy data.
A Speech-Language Reevaluation / Review Plan will be conducted at least once every three years. The Committee will determine if further testing is recommended.
B. EVALUATION OF STUDENT PROGRESS
Interim and Quarterly Student Progress Reports will be issued to
all students based on progress towards objectives, criterion tests
and therapy logs.
C. RECORDS
Speech-Language records are maintained in the therapy room. The Speech Language Pathologist maintains individual student files containing the due-process paperwork and individualized education plans. A purple sticker is placed on each speech-impaired student’s permanent record at the time of enrollment. This sticker is dated at the time of dismissal, and remains on the permanent record.
D. HOMEWORK
Extra practice is assigned on an individual basis, as needed. Students may be given extra practice after introduction of new skills or if the student is experiencing difficulty with retention of skills. Extra practice is not graded. However, parents may be asked to help the student practice and sign the practice paper to indicate that they helped the student. Students who return their practice papers with a parent’s signature will receive rewards.
6. RULES FOR BEHAVIOR
A. ATTENDANCE AND TARDY POLICIES
Students are required to attend each therapy session on time unless the student’s class is involved in a test or a special assembly or activity. Speech-Language Pathologists (SLPs) keep attendance records, and report quarterly to parents if there is a problem. Students are typically provided class time to make up any classroom work missed while attending therapy. Parents of private and home-schooled students are asked to sign the “Guidelines and Procedures for Private Students” form.
B. RULES FOR STUDENT BEHAVIOR
All students are expected to follow the school rules while coming to, leaving, and during Speech-Language therapy sessions. In addition, the SLP outlines expectations for participation in therapy groups. All rules are designed to acknowledge and reinforce positive behavior. Speech Room Rules include:
1. Walk in the hallways on the way to and from Speech
2. Use your manners
3. Try your best
These rules are posted in the therapy room and are also included in each child’s therapy folder.
C. CONSEQUENCES, BEHAVIOR CONTRACTS, REWARD SYSTEMS
Stickers, stamps, or other motivational rewards, are used by the SLP to encourage interaction and participation in Speech-Language therapy as deemed appropriate. Following the rules each day earns the student a sticker or stamp for his or her folder. At the end of the each month, a student who has earned all the appropriate stickers or stamps will earn the treat for the month. Possible rewards at the end of the month include:
computer time blow pop
popcorn party misc.
free pencil
art time
bring a friend to speech
Children who have difficulty following the rules will not earn the daily sticker or stamp, but may be given the opportunity to earn it back by completing extra homework assignments, after consultation with the parents or teacher. When appropriate, student behavior may be discussed with the Principal or Assistant Principal, and parents may be contacted as needed.
Students are expected to follow the rules of the school, as outlined in the student handbook. Violent behavior that can result in harm to any student will result in the immediate removal from the speech room, and referral to the Principal or Assistant Principal.
D. NON-INSTRUCTIONAL ACTIVITIES
BATHROOM: Students must ask permission to use the restroom.
School procedures are followed.
WATER FOUNTAIN: Students should get a drink of water,
if desired, on the way to or from the speech room.
ENTERING THE CLASSROOM: Students enter the room quietly,
get their folders from the cubbies if appropriate,
and sit down, ready to begin.
EXITING: Students clean up, push in their chairs, and return to
class without distracting other students.
DRILLS: Students follow school procedures.
E. PRESENTATION OF RULES AND PROCEDURES
During the first week of therapy, all rules, consequences, and procedures are reviewed with the students. Rules are taught and reviewed as needed throughout the year. Pertinent rules are posted as appropriate in the therapy room.
7.. COMMUNICATION WITH PARENTS
Communication with parents will be done in several ways. Progress will be reported to parents at least as often as reports are made to parents of regular education students. Interim report cards will be sent on the same schedule as the student’s grade and school. If there is a concern about a student’s behavior or work, parents will be notified by the Speech-Language Pathologist. Parents will be contacted throughout the year for annual review conferences and are encouraged to call the school or send a note if a concern arises. The phone number in the therapy room is: 864.355.2024. My Speech-Language Web site will be maintained with appropriate updates. My email address is: knharris@greenville.k12.sc.us
The Speech-Language Dept. has a website at: www.greenville.k12.sc.us/slp There are helpful links for parents, teachers, and students at this site. Please visit us!