Speech-Language Pathologists and Inclusive Service Delivery: What Are the First Steps?

2014 ◽  
Vol 15 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Lyndsey Pollack Zurawski
Keyword(s):  
Service Delivery ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Service Delivery Models ◽  
School Based ◽  
Delivery Models

Changing service delivery models can be difficult for a variety of reasons. The expanding roles and responsibilities of school-based speech-language pathologists (SLPs) along with the implementation of Common Core State Standards (CCSS) only create more pressure. Implementation of the CCSS does not have to be an anxiety driven task. School-based SLPs can accept the challenge of providing inclusive-based services to meet the diverse needs of the SLPs caseload while providing educationally relevant services.

scholarly journals Speech-Language Pathologists’ Perceptions of the Common Core State Standards: A Multi-State Study

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Nicole Ariza ◽  
Patrick Walden
Keyword(s):  
Service Delivery ◽  
Common Core ◽  
Professional Education ◽  
Common Core State Standards ◽  
Student Outcomes ◽  
Continuing Professional Education ◽  
State Standards ◽  
Core State ◽  
School Based ◽  
The Common

This study investigated the Common Core State Standards (CCSS) from the perspective of Speech-Language Pathologists (SLPs) working with students with communication disorders in public schools. An invitation to participate in an anonymous, online questionnaire with both closed- and open-ended questions was posted to three online communities comprised of SLP’s working in schools across the United States of America (U.S.). Eighty-seven SLPs working in states using the CCSS completed the survey. The survey focused on four primary areas—the perceived impact of the CCSS on service delivery, student outcomes, professional workload and continuing professional education. Participants reported consistent incorporation of standards into services, but varied methods of implementation, primarily unchanged student outcomes, increased professional workload and a need for additional training. Overall, the CCSS’ intent to create consistent goals may not be accomplished due to variability in approaches in implementation of the standards. Additionally, more resources and trainings for SLPs are needed to fully implement CCSS into speech-language intervention in the schools. KEYWORDS: Common Core State Standards; School-Based Services; School-Based Issues; Speech-Language Pathology; Service Delivery; Student Outcomes; Professional Workload; Continuing Professional Education

Using the Common Core State Standards to Guide Therapy in the Schools: Confidently Accepting the Challenge

2014 ◽  
Vol 15 (4) ◽  
pp. 125-133 ◽  
Author(s):  
Kimberly A. Murza ◽  
Melissa D. Malani ◽  
Debbie L. Hahs-Vaughn
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Small Sample ◽  
Core State ◽  
Therapeutic Practice ◽  
School Based ◽  
Daunting Task ◽  
Task Change ◽  
The Common

For many school-based speech-language pathologists (SLPs), integrating the Common Core State Standards (CCSS) into therapeutic practice may seem like a daunting task. Change, however, can bring substantial opportunities for improvement and growth. This article will discuss the key changes of the CCSS and the feelings of concern of a small sample of SLPs. Implications of this research including suggestions for practitioners and SLP Leaders will be presented.

scholarly journals Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110171
Author(s):  
Karen C. Fuson ◽  
Douglas H. Clements ◽  
Julie Sarama
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
State Level ◽  
State Standards ◽  
Core State ◽  
Learning Standards ◽  
Early Learning Standards

Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

Challenging the Research Base of the Common Core State Standards

2013 ◽  
Vol 42 (7) ◽  
pp. 381-391 ◽  
Author(s):  
David A. Gamson ◽  
Xiaofei Lu ◽  
Sarah Anne Eckert
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
The Common

The Back Page: My Favorite Lesson: Modeling Exponential Decay

2013 ◽  
Vol 107 (5) ◽  
pp. 400
Author(s):  
Alison L. Mall ◽  
Mike Risinger
Keyword(s):  
Data Collection ◽  
Exponential Decay ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Statistics And Probability ◽  
The Common

Our favorite lesson, an interactive experiment that models exponential decay, launches with a loud dice roll. This exploration engages students in lively data collection that motivates interest in key components of the Common Core State Standards for Mathematics: functions, modeling, and statistics and probability (CCSSI 2010).

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