Data review processes are used to identify students in need of assistance and to determine strategies to meet their learning goals. Teachers analyze NWEA MAP scores, classroom assessments and homework results to identify specific areas for student improvement. This results in a tiered approach to service delivery and to allow teachers to select classroom strategies and interventions to utilize consistently across content areas. The schools also employ learning specialists to ensure success for students. Reading specialists and special education teachers use a co-teaching model to deliver services. Skillfully planned, differentiated instruction along with a fluid system of interventions ensure that all students achieve proficiency.

Social Work Services

What is the purpose of social workers in schools?

Social workers understand people – the reasons for their behavior – and are qualified to help individuals change their attitudes, behaviors, and situations. Social workers help to identify, assess, and resolve the social and emotional difficulties of children that interfere with their attendance, adjustment, and achievement in school. Social workers help parents to better understand themselves and their children. Social workers connect parents with community programs and resources.

How do school social workers help?

They help students….

• cope with stress
• understand themselves
• like themselves
• gain confidence
• learn responsibility
• get along with others

They help parents….

• understand their child’s behavior
• express their desires to the school
• assist their child’s school efforts

They help the school….

• provide appropriate programs and services
• understand parent and student concerns
• assist teachers with concerns

They help the community…

• understand the needs of families
• coordinate services to families

Who may require services from the school social worker?

Students are referred to the social worker when they show signs of social or emotional difficulties interfering with their adjustment and achievement in school.  Here are some of the things observed about a student that may indicate they are unhappy, upset, and unsure of themselves and might benefit from a referral for school social work services:

• easily upset or cries often
• appears to have no friends or has difficulties with peer relationships
• frequently absent or tardy
• does not respect the rights of others
• does not do the required school work
• does not care about their appearance
• excessively shy and withdrawn
• very aggressive or impulsive
• demands excessive attention
• disruptive in class
• not working to their known ability
• anxious or mood

Who refers students to the school social worker?

• parents
• teachers
• principal
• students themselves
• other students
• other agencies

Can the school social worker change things?

School social workers work with students, parents, and teachers together to make a change. They can:

• discuss with parents what might be done at home to help improve their child’s performance at school
• discuss with students new strategies for getting along with parents, teachers and peers
• help students understand the importance of education in terms of life success
• develop and help implement behavior management plans for use in school or at home
• help provide the necessary guidance and support that students require as they move through the different stages of growth and development
• help parents to utilize available community resources

Speech Resources

What is the purpose of Speech/Language Pathologists in the schools?

Speech/Language Pathologists (SLP) address student needs in areas of speech, expressive and receptive language, pragmatic (social) language, fluency and voice that impact the student’s ability to participate in their educational environment.

Areas of Need

Articulation

One of the more familiar areas of speech and language is articulation or the production of speech sounds. Phonology, a subset of this area, looks at the production of speech sounds through the use of speech patterns and addresses therapy from that perspective rather than by single sound error. By age 8, it is expected that a child should have mastered all speech sounds. Articulation problems may impact the student’s ability to be understood in class and/or impact their willingness to participate in classroom discussion.

Expressive Language

Expressive language is basically a child’s ability to communicate ideas verbally.  It includes the areas of vocabulary, grammar (syntax), explaining word relationships, and asking and answering questions. Expressive language has to do with what the student says or his or her output.

Receptive Language

Receptive language is a child’s ability to understand spoken language. It covers the areas of understanding vocabulary, sentence structure and word relationships; as well as understanding and following directions, understanding basic concepts, and processing auditory language. Receptive language has to do with what the child takes in, his or her input.

Pragmatic Language

Pragmatic language consists of a child’s social language skills; a child’s ability to participate in conversational turn taking, read nonverbal cues, use appropriate tone and language for his or her peer group, respond appropriately to requests for clarification, request clarification when necessary, and understand humor, among other skills. Many students with autism have deficits in the area of pragmatic language; however, there are many students without autism that have difficulty with nonverbal language skills.

Fluency

An area of speech that specifically targets disfluent speech or stuttering is referred to as “fluency”. A person who stutters has speech that is characterized by frequent repetitions of sounds, words, or phrases and possibly marked physical associations during attempts to speak fluently.  Therapy focuses on remediating actual stuttering moments or on fluency techniques that aid in an overall approach to speaking. Stuttering is a most perplexing area because its cause is not fully understood, and for each person, cause can present itself very differently.

Voice

An area of speech that specifically targets voice quality, pitch, and volume is referred to as voice. Vocal nodules are a common cause of voice problems like hoarseness or breathy voice. Abuse of the vocal folds caused by poor breath support, yelling, exposure to smoky places, and lack of consistent hydration is a common cause of vocal nodules. Teachers frequently suffer from vocal nodules because of the amount of talking they do throughout the day.

Speech and Language Services

A student with difficulties in any of the above areas may require assistance from a Speech/Language Pathologist. What happens if you think your student is in need of speech and language services?

• A parent or teacher referral is made outlining the concern.
• An SLP may conduct brief observation of the student in the classroom.
• If needed, a short one-on-one informal screening may be conducted.
• If needed, a formal evaluation will be done to determine if deficits exist in the areas of concern with informed parental consent.
• An IEP (Individualized Education Plan) meeting will be held summarizing the results of the evaluation and outlining eligibility for services based on existing state criteria.
• Services will be delivered throughout the year during the child’s school day as determined at the IEP meeting. Services may include one to one therapy, small group intervention, therapy within the classroom, or consultation with students, families and school personnel.

How can I contact a Speech/Language Pathologist?

Contact your building secretary to be put in touch with the appropriate specialist.