ON THE LOOKOUT FOR SPEECH AND LANGUAGE ISSUES Division of Exceptional Student Education Miami-Dade County Public Schools Ms. Liliana Salazar, District Director THE PURPOSE OF THIS PRESENTATION • • To familiarize educators on the possible signs and common indicators of risk of speech and language delays or issues requiring intervention To review guidelines for the timely evaluation of speech and/or language and the provision of speech and language therapy services FUNCTIONAL INDICATORS (1)  Speech     Speech is difficult to understand (compared to peers) Student exhibits stuttering or hesitates in conversation The student exhibits voice concerns such as hoarseness or nasality The student has unusual intonation patterns FUNCTIONAL INDICATORS (2)  Language     The student does not appear to understand spoken language Has difficulty following directions (for age level) Cannot identify or point to basic vocabulary (objects or pictures) for age level Does not understand simple who, what, where questions (for age level) FUNCTIONAL INDICATORS (3)        Unable to verbally express wants/needs Reluctance to speak or interact with others (not due to shyness) Has difficulty imitating sounds Frequently misunderstands spoken words Speaks only in single words or short phrases (2-3 words) Appears to have a limited vocabulary (for age) Has difficulty responding to questions DEVELOPMENTAL/HISTORICAL INDICATORS       History of late onset of speech History of frequent ear infections Hearing loss Known disability (e.g., facial deformities, cleft palate, cerebral palsy) Family history of stuttering and/or language problems Referral/concerns by medical professional STUDENT ASSESSMENT DATA       Weak and slow developing phonological skills on the FAIR (TDI) Weak and poorly developing phonics (FAIR) Very low vocabulary scores on the FAIR at beginning of the school year (Kdg./1st grade) – not due to second language acquisition Little progress from AP1 to AP3 on vocabulary on FAIR (Kdg./1st grade) Weak and poorly developing listening comprehension Poor reading comprehension not related to decreased reading fluency YOU HAVE A CONCERN, NOW WHAT?   Ask the school SLP to review the data and observe student. The SLP will advise the team of recommended next steps, if any, and may assist the team with problem-solving strategies. If a parent requests an evaluation and there is a suspicion of a disability, the evaluation must be completed within 60 days of parent consent. YOU HAVE A CONCERN, NOW WHAT? (2)   If the SLP or team suspects a disability, they need to initiate RtI procedures. For severe problems, the evaluation should be initiated concurrently with RtI. The evaluation must be completed within 60 days. Tier 3 progress monitoring shows a lack of positive response (differs significantly from peer group), refer to SST. If an evaluation is determined to be necessary, it must be completed within 60 days. SERVICES ARE REQUIRED, NEXT?  Once the Staffing/IEP team meets and determines that SLP services are educationally relevant and required for access to FAPE, Services need to initiate on the date indicated on the IEP (with parent consent for placement).  Reminder: See the SST Manual for clarification on procedures.  Presentation prepared by: Lourdes Batista, M.A., CCC-SLP Speech and Language Chairperson Terry Vaccaro, Ph.D. Executive Director, ESE Ann Marie Sasseville, Ph.D. Instructional Supervisor, ESE  For further information: Please contact your region SLP chairperson.