Today’s Post was prepared for you by Terri Bowles. She offers some suggestions and information about students who are transitioning to middle and high school. This post is accompanied by the “Transition Checklists” created by the middle/high PLC. Thanks to all of you for your work on these documents!
Which of my speech students should I send on to middle or high school?
In an effort to ﬁnd a way to help in the understanding of the complex differences between speech language services at elementary vs. middle/high, the Middle/High School PLC has spent some time putting together two “Checklists” and some tips/facts to help Elementary and Middle School SLPs work together when making decisions about some of those transitioning students they might have on their caseloads. We hope they help!
Middle and High School Speech Language Services; The Big Picture;
- Most middle and high schools have 6-7 periods lasting from 45 to 55 minutes each. Teachers want the students to be there for the ﬁrst 5 minutes of class to get the assignment and then release them.
- LRE should be just like in elementary—no restrictions. Indicate special education: speech language services OR Co teaching: speech language services.
- Consider holding a transition meeting prior to the end of the 5th grade school year and amend the IEP to reﬂect speech/language time compatible with the Middle/High school schedules (i.e. 1 x 30 , 1 x 45, 1×50 if they are moving on with speech. The receiving SLP would love a call prior to the meeting to ask them how they schedule their students.
- If you are sending students, make sure they have appropriate goals that warrant specific, direct service and that there are a manageable number to collect data. Seventeen benchmarks are difficult on both the SLP and the student.
- If you see there is a duplication in services with ECE services, the question needs to be, “Where is the adverse impact—communication or their main area of eligibility”?
- Data for every goal is so important. This allows you to make sure the student is making adequate progress, been at a plateau level for an extended period of time or already met a goal or benchmark.
- Contemplate releasing students who have reached 75% out of 80% accuracy.
- It is most helpful as middle/high SLPs if we have a current KY Consent form with parent permission for a Type A reevaluation.
The Articulation and Language Checklists can be used, if you so choose, prior to scheduling the IEP meetings in the 5th and 8th grade years. As Middle/High SLPs we have used them ourselves with our own caseload. It was eye opening to see students from a different perspective. We hope they are helpful and will be a great resource for you when thinking about students transitioning from one level to another.