IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards

Plural Publishing
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IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standardsfamiliarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language skills necessary for students to be successful with the school curriculum. It also describes how to write defensible Individualized Education Plan (IEP) goals that are related to the ELS and CCSS.

SLPs work through a set of steps to determine a student's speech-language needs. First, an SLP needs to determine what speech-language skills are necessary for mastery of specific standards. Then, the SLP determines what prerequisite skills are involved for each targeted speech-language skill. Finally, there is a determination of which steps to mastery need to be followed. It is through this process that an SLP and team of professionals can appropriately develop interventions and an effective IEP.

The text takes an in-depth look at the following speech-language areas: vocabulary, questions, summarize, compare and contrast, main idea and details, critical thinking, pragmatics, syntax and morphology, and articulation and phonological processes. These areas were selected because they are the most commonly addressed skills of intervention for students aged three to twenty-one with all levels of functioning. For each listed area, the text analyzes the prerequisite skills and the corresponding steps to mastery. It provides a unique, step-by-step process for transforming the steps to mastery into defensible IEP goals.

The key is to remember that the goal must be understandable, doable, measurable, and achievable. This text provides clear guidelines of quantifiable building blocks to achieve specific goals defined by the student's IEP. School-based SLPs are instrumental in helping students develop speech and language skills essential for mastery of the curriculum and standards. All SLPs working with school-aged children in public schools, private practice, or outpatient clinics will benefit from the information in this text. 

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About the author

Lydia Kopel, EdS, CCC-SLP, currently works in a large metro school system as a lead speech-language pathologist. Her primary responsibilities include supervising clinical fellows and working on special projects. In addition, she works as a private consultant and presents all over the United States. Ms. Kopel has more than thirty-five years of experience, which includes working as an SLP in the school system and as a special education coordinator. During that time she developed several resource manuals for SLPs and teachers of the hearing impaired and visually impaired. Ms. Kopel was also a member of the Georgia School-Based Speech-Language Pathologist Leadership Team, established through the Georgia Department of Education (GaDOE). This team developed state-wide training on collaboration for SLPs and general education teachers. She has a great interest in language-based learning disabilities and integrating curriculum with speech therapy. Ms. Kopel is one of the founders and continues to be a member of the Georgia Organization for School-Based Speech-Language Pathologists, which currently has more than 700 members. She is also a member of ASHA. Her personal interests include photography, traveling, and spending time with family and friends. 

Elissa Kilduff, MA, CCC-SLP, works as the lead speech-language pathologist (SLP) in a large metro-Atlanta, Georgia school district. Ms. Kilduff supervises, supports, and trains more than 175 school-based SLPs. Elissa has a great interest in language-based learning disabilities, collaboration in general education classrooms, and service delivery models for adolescents. Prior to her lead role, Ms. Kilduff worked as an SLP in multiple elementary schools. She was a member of the Georgia School-Based Speech-Language Pathologist Leadership Team, established through the Georgia Department of Education (GaDOE). This team developed state-wide training on collaboration for SLPs and General Education Teachers. As a lead SLP, Ms. Kilduff has researched and codesigned resources for staff including evidence-based interventions and progress monitoring rubrics for Response to Intervention (RTI), language checklists aligned to grade-level standards, and educational impact of common standardized language assessments. When not working, she enjoys spending time with her husband and young daughter, friends, and family.

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Additional Information

Publisher
Plural Publishing
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Published on
Apr 18, 2016
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Pages
194
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ISBN
9781944883201
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Language
English
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Genres
Medical / Audiology & Speech Pathology
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Content Protection
This content is DRM protected.
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Read Aloud
Available on Android devices
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Eligible for Family Library

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