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kindergarten speech sound checklistand teaching strategies（幼儿园语音checklistand教学策略）.doc

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kindergarten speech sound checklistand teaching strategies（幼儿园语音checklistand教学策略）

GSSD SLP PLC Speech Sound Model – To Do Wiki? Google Doc? Develop Rti articulation Referral Flowchart See “Presenting Rti to classroom teachers” document Define SLP role response at each tier See “SLP Role in Rti” eligibility/criteria documents Is tier 3 year long? For a block? Develop checklist/chart for developmental sound errors Attached/embedded in document Develop “quick reference” severity rating scale for teachers and parents Attached/embedded in document Develop severity rubric based on assessment, stimulability etc See artic manuals – CSDA, CSHA, VDOE Develop teacher packages Packets will contain developmental guidelines, (when to monitor, when to refer, red flags) Packets will contain a teacher questionnaire (what data have you collected, what have you tried) Packets will provide sound elicitation strategies and activity ideas that can be used in the classroom . Elicitation/cues, activities, resources, recommendations on time/week In-services/presentations/modeling ? Develop parent/home programming packages Similar to above Forms: Assessing Stimulability, # of errors, etc Progress Monitoring Ideas for GSSD Speech sound delivery model - Rti Process We should discuss criteria for sound errors or accuracy level we feel are tier 1, and can be targeted at the school level. We should discuss what our tier 2 intervention will look like – what frequency, what duration. We should discuss progress monitoring – what is an acceptable rate of growth? When can a student move to tier 1? When does a student move to tier 3? What does tier 3 look like? How long should blocks be? Tier 1 Students will be identified by Kindergarten screens and teacher observation in higher grades. Teachers can refer to packets for appropriate response to sound errors. Students will be identified as “no concerns”, “at risk”, or “refer”. Teachers will refer to packets for sound elicitation ideas and activity ideas. Students previously identified will be placed accordingly Students i