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Contemporary Issues in Schools –

Deborah Dixon, M.A., CCC-SLPASHA Director of School Services

March 21, 2013Dearborn, Michigan

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Deborah Dixon, Director of School Services, ASHA Financial: I am a paid employee of ASHA Non-Financial: I am an ASHA member, and participate in the

School Finance Committee which supports increased financial support and other non-financial initiatives for school-based ASHA members. I am also a member of Special Interest Group 16, Schools. I support ASHA’s policy agenda which includes most advocacy initiatives supported by the organization. Although I gain no financial benefit, I am an author of RTI In Action , Oral and Written Language Activities for K-2 Classrooms and the upcoming publication RTI in Action, Grades 3-5, Oral and Written Language Activities for the Common Core State Standards.

Disclosure

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The session will focus on : PACE, ASHA’s alternative to Value Added

Assessment Changes that integration of Common Core State

Standards will have on speech-language services in the school

Information on the changing roles and responsibilities of SLPs in school practice.

Response to Intervention Other Important issues members are facing in

their current employment setting.

Session Focus

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What is the state of practice in Michigan?

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State department of education officials report that shortages of SLPs is a critical issue, especially in the more rural areas of the state.

Other evolving issues in the state include Teacher assessment ( Value Added

Assessment) Engagement in Response to Intervention Adopting Common Core State Standards

Michigan Data

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Speech and Language Impairment1992 - 2010

Source: Annual Special Education Child Count

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Autism Spectrum Disorder1992 - 2010

Source: Annual Special Education Child Count

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Educational EnvironmentStudents with IEPs Ages 6-12 in 2010

Source: Annual Special Education Child Count

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Educational EnvironmentStudents with IEPs Ages 13-21 in 2010

Source: Annual Special Education Child Count

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Educational EnvironmentStudents with IEPs Ages 6-21 in 2010

Source: Annual Special Education Child Count

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Identification Rates By Eligibilityin 2010

Source: Annual Special Education Child Count

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What are Your issues of Concern?

Issue 1

Issue 2

Issue 3

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Turn and talk to the person to your left for about 3 minutes.

Discuss the top three issues that are impacting your practice in the schools

Consider volunteering to share the results of your discussion at the end of the discussion period.

What are the Issues Challenging You?

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Teacher Assessment- Value Added Assessment SLP and Response to Intervention Common Core State Standards Caseloads/workload Changing roles and responsibilities Shortages Dynamic service delivery models Budget cuts Paperwork Lack of time for planning, collaboration, etc.

National Issues

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Value Added Assessment What is it?Why is it important?What is ASHA’s alternative?

Let’s Begin

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Value-added assessment, or VAA is a process to accurately and fairly assess a professional’s impact on student performance and overall success of the school community.

A comprehensive, statistical method of analyzing test data that measures teaching and learning, using results of high stakes testing as well as other measures.

VAA is a statistical method of analyzing test data to measure teaching and learning outcomes. Teacher contributions to student learning are determined by calculating student growth on standardized tests.

Value Added Assessment

How is VAA being used?

VAA systems are being utilized to measure teacher effectiveness through a variety of indicators, including improved student test scores.

VAA results are used to make decisions about retention, salary, bonuses, assignments, etc.

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What about the evaluation of SLPs and other school professionals?

To our knowledge very few if any states have developed VAA measures for SLPs and other specialized instructional support personnel (SISPs)

Many are considering or have begun to develop evaluation measures for SLPs including LA and OK

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No systems have been developed specifically for SLPs or other support personnel

Systems fail to differentiate between effective and ineffective teachers

Systems are unrelated to professional development and do not incorporate information about specific teacher impact on student performance (Weisberg, Sexton, Mulhern, & Keeling,2009)

Current systems are not accounting for innovative models of instructional organization

PACE- Rationale

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The research that exists about these models indicates they are only reliable over time (i.e., based on several years of data) with larger student populations and when the underlying assessment instruments are fair, accurate, and reliable. (CEC Position on Special Education Teacher Evaluation, 2012)

Current systems do not account for the differences in assignments and responsibilities of various service providers

Background

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Current research has focused on classroom teachers

Concerns Linking student outcomes to one teacher Accuracy of models Statistical techniques used to analyze student

data Separating student factors

Research has determined that value-added calculations are invalid for two teachers in a co-teaching environment, as the statistical model cannot determine which or by how much each teacher impacts student learning (Steele et. al., 2010)

Research

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Performance Assessment of Contributions and Effectiveness of SLPs Resource

A portfolio based assessment process designed to show the value and contributions of school based SLPs.

It involves Self assessment Administrative observation Portfolio of evidence Parent and teacher input

ASHA’s Alternative to VAA

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The matrix consists of a set of nine objectives by which an SLP should be evaluated.

These objectives are derived from typical roles and responsibilities of a school based SLP

A portfolio is developed to show evidence of mastery of each objective

The PACE Matrix

1. Demonstrate knowledge in the subject areas of speech-language pathology and related areas (e.g., literacy, child development ) .

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The Objectives

2. Provide appropriate and educationally relevant services reflecting evidence-based practices.

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The Objectives

3. Provide services that are compliant with state and federal regulations for children with IEPs.

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The Objectives

4. Demonstrate ability to conduct appropriate comprehensive evaluations for students who may be experiencing a variety of communication disorders.

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The Objectives

5. Provide appropriate and dynamic service delivery methods consistent with the wide variety of individual student needs.

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The Objectives

6. Demonstrate collaboration with classroom teachers and other professionals.

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The Objectives

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7. Provide opportunities for families to be involved in the student’s SLP services.

The Objectives

8. Earn continuing education or professional development units sufficient to meet ASHA requirements for certification maintenance as well as state certification and licensing requirements.

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The Objectives

9. Contribute to various building or district initiatives.

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The Objectives

Gather into groups of 4-5 Discuss how you are currently evaluated

within your school district. What are the pros and cons of your current

evaluation system Would the PACE be a viable alterative for

you? Why or why not? Please discuss for 5 minutes and be ready to

report back a summary of your discussion.33

Let’s Talk

The portfolio is a comprehensive collection of data, the majority of which is readily available. It should include:

Case files to show evidence of report writing ( IEPs and MDEs) progress reports parent and teacher input Indication of meeting regulatory timelines

and procedures.

Developing the Portfolio

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Portfolio should also include: Professional development log to show

participation in a variety of professional development activities

Therapy schedules for objectives 4, 5, 6 and 9, showing dynamic service delivery, RTI efforts, teacher collaboration and assessment work

Teacher, parent and student surveys

Developing the Portfolio

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The portfolio should include: Self reflection from the Professional

Performance Review Process for the School-Based Speech-Language Pathologist (2006)

Sample presentation materials to show evidence for objectives 1,6, and 7

Administrator's observation report

Developing the Portfolio

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For more information, including samples of teacher, parent and student checklists, information for evaluators, power points etc. search “PACE” on the ASHA website

Or go to http://www.asha.org/Advocacy/state/Performance-Assessment-of-Contributions-and-Effectiveness/

PACE

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What are they? Why are they important?What do they look like? What is expected of students

with special needs? What is the role of the SLP in

integrating CCSS?

Common Core State Standards (CCSS)

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Common Core State Standards (CCSS) have been adopted by most states across the country.

States are in the process of adjusting curriculums and assessments to reflect the adoption of the standards

The purpose of the CCSS is to provide a clear set of shared goals and expectations of the knowledge and skills needed to succeed in a global society

Common Core State Standards

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Why Is CCSS Important?

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Reading Proficiency

National Assessment of Educational Progress (NAEP) 4th grade reading proficiency rates for 2009 in the 50 states and the District of Columbia

Add to These Facts…

Dyslexia affects one out of every ____ children – ten million in America alone. Sally Shaywitz, M.D.,2004

The answer is five

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Adult Literacy

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The standards establish a “staircase” of increasing complexity in what students must be able to read.

The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective

Key Points of Reading Standards

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The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades

Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research is emphasized strongly in this set of standards

Key points of Writing Standards

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The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one‐on‐one, small‐group, and whole‐class settings.

Key Points of Speaking and Listening

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The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

Key Points of Language Standards

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Examples of CCSS Ask and answer such questions as who, what,

where, when, why, and how to demonstrate understanding of key details in a text. (reading standards for Literature, grade 2 )

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (Reading standards for literature, grade 5 )

Determine the main idea of a text; recount the key details and explain how they support the main idea.(Reading standards for informational text, grade 3 )

Common Core State Standards

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Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.(5th grade writing standard)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)

with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly (4th grade speaking and listening standard)

CCSS Examples

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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (language standard, grade 1 )

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.(Reading standard for Literature , grade 8)

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone (Reading standard for literature , grade 6)

CCSS Examples

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Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation (Speaking and Listening, grade 7)

CCSS Examples

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Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two

children and describe one child as taller/shorter. (Math standard , grade K) Organize, represent, and interpret data with up to

three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.(Math standard, grade 1)

CCSS- Math Examples

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Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.

CCSS and Students with Special Needs

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High-quality, evidence-based instruction Accessible instructional materials Embedded supports

Universal Design for Learning Appropriate accommodations and adaptations Assistive technology Positive behavior supports

For Students with Special Needs to Meet Standards they Require

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Collaborative teaching Interpersonal collaboration is a

style for direct interaction between at least two co equal parties voluntarily engaged in shared decision making as they work toward a common goal -Friend 2007Friend and Cook, 2007

For Students with Special Needs to Meet Standards they Require

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Service delivery options Dynamic service delivery- changing the

frequency, location and time of service as student’s needs change.

For Students with Special Needs to Meet Standards they Require

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The SLP interfaces with the CCSS in two ways:Through general education

interventions like Response to Intervention

Providing educationally relevant services to students with IEPs.

Role of the SLP

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Develop deep knowledge of the content of the standards

Determine the foundational skills, or underpinnings necessary to achieve the standards

Develop IEP goals focused on each student’s need for support and instruction on foundational skills related to their communication disorder

What is the Role of the SLP?

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Strong collaborative skillsAbility to interpret research to

practiceAnalytical skillsSubject area expertise (i.e..

Communication)

What Skills Are Required?

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Analyze the student’s assessment results in terms Where is the student now? Why are they experiencing the weaknesses

diagnosed? What do we want them to achieve this year?

Start with the IEP

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Recommend goals that support the “prerequisite” skills for the standard

Determine how progress will be measured Determine what general education supports need to be

in place for student achievement Determine how services will be delivered dynamically,

responding to the student’s progress throughout the school year

Discuss the roles and responsibilities of all team members necessary to facilitate student progress on the goal and on the standard.

Developing the IEP

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Look at the student’s specific areas of weakness.

Determine which standards are impacted by the deficit.

Analyze those standards to determine the underpinnings necessary for success on that standard.

Develop the IEP goals to support that standard and teach the underpinnings.

Analyze the Standard

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Let’ s Practice

Sally – 6th grade student with weaknesses in understanding and use of vocabulary

Sally’s Background Information

Language skills are scattered Age-level skills in syntax Teacher reports

Masters vocabulary taught in class in a limited way Difficulty with vocabulary understood by other students Always completes class and homework assignments Uses simple, concrete vocabulary in writing Written answers to questions showed misunderstanding

of terminology and misuse of new vocabulary from class

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CCSS in Language and Vocabulary for Grade 6

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

(e.g., audience, auditory, audible). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find

the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the

inferred meaning in context or in a dictionary).

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to

better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions)

(e.g., stingy, scrimping, economical, thrifty). 65

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Limited exposure to experiences that build base vocabulary

Limited direct instruction on the metalinguistic skills necessary for learning new vocabulary

Weak categorization and classification skills Memory and processing issues Hearing loss Difficulties understanding figurative language Difficulty with base words , prefixes and suffixes

Potential Causes of Her Vocabulary Difficulties

Next Steps for Intervention

SLP can pre-teach meanings of common prefixes in individual and/or small group sessions

Collaborate with teacher to identify vocabulary from curriculum to focus on that contained prefixes

Identify figurative language forms in literature Pre-read selected sections with Sally and highlight

figurative language Provide in class lesson on figurative language and

relation to text for class Provide home practice materials for parents to

reinforce vocabulary skills 67

Goals? Objectives?

TIMEFRAME - By June 18, 2012 CONDITION - Given sixth grade curriculum related

vocabulary BEHAVIOR - Sally will explain the meanings of

words containing common, grade-level prefixes and suffixes

CRITERIA - In 4/5 opportunities

TIMEFRAME - In 18 instructional weeks CONDITION - Given sentences from fourth grade

level texts BEHAVIOR - Sally will explain the meanings of

similes and metaphors CRITERIA - with 80% accuracy

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Cards with different standards have been placed around the room.

Please form into small groups to discuss the standard

Choose a note taker and a speaker for your group.

Design a set of goals that would address the foundational skills necessary to achieve that standard.

Be prepared to share your goals with the full group.

Let’s Breakdown a Standard

ASHA’s CCSS Resources

Does ASHA offer Common Core information and support? Webpage on CCSS Journal articles Leader and Perspectives articles Presentations Technical assistance

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SLPS need the following to successfully integrate CCSS into treatment: Appropriate workload Time for collaboration (joint planning periods) Access to appropriate materials including text

books, lesson plans, supplementary items Training Mentoring Opportunity for engagement in RTI and other

general education initiatives

What Needs to be in Place ?

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Core principlesTiers of instruction Case studies Instructional considerationsRole of the SLP

Response To Intervention

What’s Your Comfort Level with RTI?

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Click icon to add picture

RTI is a Framework

What Are The Components?

RTI involves: universal screening, high-quality evidence based instruction interventions matched to student need frequent measures of progress use of child’s response data to make

educational decisions.

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Core Principles of RtI (NASDE, 2005)

All students can learn with effective instruction utilizing scientifically research based instruction

intervene early use a multi-tier model – intervention must

be differentiated in nature and intensity

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Core Principles

We must use a problem-solving model based on data to make decisions within a multi-tier model• Is there a problem and what is it?

(Identification)• Why is it happening? (Analysis)• What are we going to do about it? (Plan)• Did our intervention work? (Review and

Revise)77

Tier 1

Primary instruction in the general education classroom.

High quality instruction Assessment at least 3 times a year Ongoing professional developmentTeam agreement to implement

identified interventions.

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Katelyn’s Story

Tier 2- Problem Solving With Other Resources and Supports

Supplemental

Specialized Intervention

Targeted for Individual Student

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Tier 2

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Teacher consults with other professionals and/or parent(s).

Additional support needed by students struggling with learning

Frequent progress monitoring is expected.

Supplementary

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Henry’s Story

Tier 3

Problem Solving with Student Improvement Team; Intensive Supplemental Interventions provided – needed by 5% of the students

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Tier 3

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Intense Sustained

Specifically Focused

Differentiated

Samantha

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The ProcessProblem

Identification

Intervention Planning

Monitoring and

Evaluation Implementati

on

Problem Analysis

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Sample RTI Plan Form

Behavior of Concern:

Intervention:

Who’s responsible:Date to be collected:

Intervention start date:Intervention review Date:

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Instructional Considerations

GroupingDirect teaching needsHow the student’s communication

issues are addressed How expectations for learning are

stated Consideration of accommodations

and assistive technology supports88

Instructional Considerations

More learning opportunitiesMultiple exposures to vocabulary and concepts

Issues w/ concrete to abstract MultisensoryUniversal Design for Learning (UDL)

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Environmental Considerations

Visual cues, noise level, activity in the room, seating arrangement, proximity to

teacher

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Learner Considerations

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Missing prior knowledge

Limited prerequisite vocabulary

Number of directions the student can handle at one time

Need for multiple repetitions

Curriculum Considerations

VocabularyLanguage load of material

Coverage timePrevious access to the general curriculum

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Paradigm Shift for SLPs

Expansion of the SLP’s assessment “tool kit” to include more instructionally relevant, contextually based procedures

Engagement in prevention and identification of at risk students as well as direct support and services

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What’ s Different

Define “treatment” more globally- consultation, collaboration, team teaching, engaging parents, assistants, teachers in treatment process

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What’s Different?

Reallocation of time to offer prevention and early intervening services* in a more naturalistic setting with decrease in number of students requiring “direct” treatment, SLPs will have time to address those needs

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SLP in Tier 1

- Conduct staff training on instructional models

- Observe student/teacher interactions- Model instruction- Provide materials- Assist with screenings and progress

monitoring- Conduct classroom-based lessons

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SLP in Tier 2

-Continue supports from Tier 1, with increased collaboration with and coordination of support services- Conduct short-term remediation

with students in increasingly intensive levels, including small groups and individual work

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SLP in Tier 3

Interventions of increased intensity and /or frequency

Conduct dynamic assessmentServe as team member considering

child for special education

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Role of SLP

Explaining the role that language plays in curriculum, assessment, and instruction, as a basis for appropriate program design

Explaining the interconnection between spoken and written language

Identifying and analyzing existing literature on scientifically based literacy assessment and intervention approaches

Assisting in the selection of screening measures

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Role of SLP

Identify systemic patterns of student need with respect to language skills

Select scientifically based literacy intervention Conduct professional development on the

language basis of literacy and learning Interpret school’s progress in meeting the

intervention needs of its students

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Role of the SLP

Suggest strategies to the classroom teacher or to the parent that will make the difference for the student.

Provide short-term, focused, direct instruction, to help the student. This also provides valuable information to the educational team

Provide parents with support strategies and material

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What Are Your Thoughts? How much should

SLPs do before considering making a

recommendation of MDE?

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Realignment of Roles and responsibilities of SLPs in schools

Other Contemporary Issues

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Dynamic Service Delivery

dy·nam·ic   /daɪˈnæmɪk/. pertaining to or characterized by energy or effective action; vigorously active or forceful; energetic: the dynamic president of the firm.

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Dynamic Service Delivery

Service Delivery is becoming a dynamic process in terms of

Frequency Duration Location

All three of these should change throughout the course of treatment based on student progress and need. Evidence based practice should also be foundation to decision making.

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Top 10 Future Trends for SLPs

Use of Technol

ogy

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Use of Technology

Use of Technology Mobile Devices, Applications (APPs), SmartBoards, Podcasts, Moodle, Cloud technology

Personal websites Skype Telepractice

Wikispaces Bloglines Online projects Geographic

information systems Social networks

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Use of Technology Collect data Record conversational samplesMotivate and engage studentsProvide augmentative assistive for communication 

Offers another modality for assessing, treating and engaging students

Advantages• Improved

communication• Cost and time saving• Adaptability• Motivating• Dynamic • Models appropriate use

of technology • Accesses monumental

amounts of information

Disadvantages• Initial cost• Connectivity/

Security limitations Finding the “right”

technology Distractibility Need for ongoing

training

www.asha.org/SLP/schools/Applications-for-Speech-Language-Pathology-Practice/112

Use of Technology

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How Shall we Respond to these Issues?

Demonstrate strong leadership with and without the “official” titles

Form partnerships Innovate with procedures, policies and

service delivery Change roles and responsibilities Control our destiny through involvement

in local, state and federal organizations.

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Providing input whenever possible

Creating new partnershipsParticipating in the process InnovatingAdvocating

How Do We Respond?

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How do we need to change You are not “JUST” the

building SLP You are an educational

leader who is engaged in shaping services for students with communication disorders

You are an “expert” with much to offer students, staff, parents and community

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www.asha.orgddixon@asha.or

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References and Resources

Kovaleski, J., & Prasse, D. P. (2004, February). Response to instruction in the identification of

learning disabilities: A guide for school teams. Communiqué, 32(5), insert. Available:

www.nasponline.org/resources/principals/nasp_rti.pdf

Klinger, J. & Edwards, P. (2006). Cultural considerations with Response to Intervention models.

Reading Research Quarterly. 41/1, 108-117.118

References and Resources

Kratcoski, A. M. (1998). Guidelines for using portfolios in assessment and evaluation. Language, Speech, and Hearing Services in Schools, 29, 3–10

Troia, G. A. (2005). Responsiveness to intervention: Roles for speech-language pathologists in the prevention and identification of learning disabilities. Topics in Language Disorders, 25, 106–119.

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References and Resources

Montgomery, Judy K.Models of RTI for SLPs: Is This What We Have Been Waiting for?Perspectives on Language Learning and Education 2008 15: 13-21

Peña, E., Quinn, R., & Iglesias, A. (1992). The application of dynamic methods to language assessment: A nonbiased procedure. The Journal of Special Education, 26, 269–280.

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References and Resources

Responsiveness to Intervention: New Roles for Speech-Language Pathologists

By Barbara J. Ehren, EdD, CCC-SLP, Judy Montgomery, PhD, CCC-SLP, Judy Rudebusch, EdD, CCC-SLP, and Kathleen Whitmire, PhD, CCC-SLP

American Speech-Language-Hearing Association

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References and Resources

Staskowski, M., & Rivera, E. A. (2005). Speech-language pathologists' involvement in responsiveness to intervention activities: A complement to curriculum-relevant practice. Topics in Language Disorders, 25, 132–147.

Tomblin, J. B., Zhang, X., Buckwalter, P., & O'Brien, M. (2003). The stability of primary language disorder: Four years after kindergarten diagnosis. Journal of Speech, Language, and Hearing Research, 46, 1283–1296.[

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References and Resources

Ukrainetz, Teresa A.The Implications of RTI and EBP for SLPs: Commentary on L. M. JusticeLang Speech Hear Serv Sch 2006 37: 298-303

Implementing IDEA 2004 Part I: Conducting Educationally Relevant Evaluations, Technical Assistance for Speech-Language Pathologists

(ASHA product)123

References and Resources

Ukrainetz, T. A., & Fresquez, E. F. (2003). What isn't language? A qualitative study of the role of the school speech-language pathologist. Language, Speech, and Hearing Services in Schools, 34, 284–298

Ukrainetz, T. A., & Trujillo, A. (1999). "You know, I just don't know what else you'd do?" Five SLPs' perspectives on students's literature in speech-language intervention. Contemporary Issues in Communication Science and Disorders, 26, 35–48.

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References and Resources

National Association of State Directors of Special Education. (2005). Response to intervention:

Policy considerations and implementation. Available from www.nasdse.org

Learning Disabilities Association of America. Responsiveness to Intervention: Questions PARENTS Must Ask. May 2006. Available at www.LDAamerica.org

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10 Tips for Teaching Grammar According to the Common Core by Lauren Davis.

Ehren, B. J. , Blosser, J. , Roth, F. P. , Paul, D. R.  & Nelson, N. W. (2012, April 03). Core Commitment. The ASHA Leader.

Blosser, J. , Roth, F. P. , Paul, D. R. , Ehren, B. J. , Nelson, N. W.  & Sturm, J. M. (2012, August 28). Integrating the Core. The ASHA Leader.

Core State Standards Initiative http://www.corestandards.org/

Resources and References