Collaborative Services Can Support Your Students

Collaborative Services Can Support Your Students

There has been a shift in service delivery models in which school districts are wanting SLPs to implement collaborative services for students with IEPs. I know when I did my grad school internship, I was only introduced to doing “pull-out” group sessions with students.

I never really learned about what collaborative services were in grad school, nor did anyone show me the ropes to implement these types of services. As I began to grow as a clinician and see the needs of my students, I knew that I wanted to be in the classroom more often.

Collaborative Services Are Scary (At First)

I was nervous and scared. No one teaches you how to work with your colleagues or how to implement collaborative services. There isn’t a manual or a curriculum that you can follow. What I have discovered over the years is that there is not a “one size fits all” solution for students. What works for one student may not work for the next student.

So, today, we are going to learn the different types of service delivery models that you can start implementing for students. 

Collaborative Services For Your Students

Co-Teaching: an integrative service delivery, where the SLP and the classroom teacher plan together and carry out a lesson together.

This could mean that one or both teachers do the whole class instruction and each run a different station that was planned together.

One-teach/one-float: the classroom teacher teaches the lesson and the SLP “pushes in” to assist specific students or observe a student. There is no planning with the teacher using this service.

Consultation, coaching model: the SLP discusses strategies with the teacher to implement social skills in the classroom.

You may come in to model a strategy or skill. Creating visuals or supports and coaching the teacher on how to use them are examples of this type of service model.

Pull-out model: the SLP is addressing areas of need in a small group setting outside of the classroom environment.

Teaching Approaches You Can Use with an Integrative Service Delivery Model

  1. Supportive teaching—a combination of pullout services and direct teaching within the classroom.
  2. Complementary teaching—the classroom teacher presents the curriculum content as primary instructor, and the SLP assists specific students with work completion.
  3. Station teaching—instructional material is divided into parts, with the SLP and the classroom teacher(s) each taking a group of students. Students rotate to each station, or learning center, for instruction.

Teaching Approaches Continued

4. Parallel teaching—the students are divided, and the classroom teacher and the SLP each instruct a designated group of students simultaneously, with the SLP taking the group of students that needs more modification of content or slower pacing in order to master the educational content.

5. Team teaching—the SLP and the classroom teacher teach the academic content together, allowing each professional to provide his or her expertise.

6. Supplemental teaching—one person (usually the teacher) presents the lesson in a standard format while the other person (usually the SLP) adapts the lesson.

How I Implement Co-Teaching in my K-2 SDC Classrooms

For the past three years, I have implemented a co-teaching collaborative service model with my Special Day Classroom teachers. Once I had buy-in, doing this model has been so effective for my students. I also found that I was able to also implement consultation and coaching with this model. Check out how you can set up your own push-in sessions HERE.

What Questions Do You Have About Implementing Collaborative Services?

Starting a new way of servicing students is overwhelming, scary, and filled with doubts! If you have a question about how I implement collaborative services, email me at feliceclark@thedabblingspeechie.com.

I would love to know what successes you are having with implementing one of these collaborative service delivery models. Share in the comments or email what is working for you and your staff.

Using Chickens in Your Next Push-In Lesson

During the spring months, I love using specific themes to cover speech and language goals. Bugs, farm life, and spring vocabulary are part of my March and April themes. I also love incorporating chickens into my small group and push-in therapy because many kindergarten teachers are talking about newborn animals. Some teachers even raise eggs to hatch into baby chicks! If you are in search of chicken speech therapy activities for your K-2 students, you came to the right blog post.

Small and Whole Class Lesson Support

For my Special Day Classrooms, I do some form of whole class or co-teaching service delivery model. When I plan lessons for my whole class lessons, I definitely re-use those materials for my small group instruction as well. Today, I will be talking about how to implement the chicken speech therapy activities in a push-in format. But, if you don’t currently do a push-in model, you can still use these ideas in small groups. That’s the beauty of planning effective whole class lessons, because they work for small groups too (lesson planning made easy). If you are looking for information about how I set up my push-in lessons, check out this blog post HERE.

How to Structure Your Push-In Lesson

I usually plan a 15-20-minute lesson that I do with the whole class. During that time, I ask that the teacher and aides help support the behavior in the class. One day, I hope to train some of the staff to take data while I teach. #slpgoals

We start the lesson introducing the theme and reviewing behavioral expectations. Then, the teachers and myself run three different stations that last for 10 minutes each.

Behavior Management Tips for Work Stations

When I run push-in lessons, I try to follow the classroom rules and expectations. I also add in visual supports to help my students navigate what they should be doing during each station. I visually break it down into “What my body can do,” “What I do during the activity,” and “How to use my words.”

When it is time to transition to a new station, I set off a timer and use visuals to help remind students when they have to wait/go to the next station. You can read more about teaching behavior expectations HERE.

Chicken Books to Use with Your Speech Therapy Activities

After the stations, I read a book. During this time, I call on students with wh-question goals, emphasize key vocabulary, and try to get my students working on verb concepts to share about what they see in the pictures.

Here are some of my fave chicken books (Amazon affiliate links included for your convenience):

Big Chickens by Leslie Helakoski

Interrupting Chickens by David Ezra Stein

The Chicken Problem by Jennifer Oxley

Whole Class Lesson Ideas for Using Chickens

After I read the book, we do a Google Slide presentation about the theme.

Other activities you can do:

You can do an Anchor chart describing everything about chickens. You can include chickens “can” (i.e. Chickens can run.), “have” (i.e. Chickens have feathers.), chickens “are” (i.e. Chickens are animals.).

We play “Who has the egg?” I print out eggs or baskets and hide the eggs in the students’ hands while everyone has their eyes closed. Then, they open their eyes and students get to initiate a “who” question to a peer or staff member. We play this until all the eggs are found.

I will also put a chicken or an egg on a popsicle stick and work on the basic concept of the week. So, if I choose “above,” I will put the egg above students’ heads and items in the classroom. The students have to say “where” the egg is located.

Station #1 (10 minutes in length): Easter Egg Craft

Use an ice cube tray and put different colored paints in the tray. Attach pom pom balls to clothespins. Students can dip the pom pom balls in the paint to make different designs on the egg. You can work on initiating requests, waiting/sharing, asking friends to pass the paint, and talking about the colors. After the students create their craft, they can talk about what they did first, next, last.

Station #2 (10 minutes in length): Chicken Inferencing

Put the picture stimulus items in plastic eggs. I number the eggs with permanent marker, so I know what items are in which eggs. Use my inferencing cheat sheet to give students clues about “what” is in the egg. You can simultaneously work on taking turns, describing the noun by attributes and the concepts “open/close.”

Station #3 (10 minutes in length): Chicken Crossed the Road

Your students can work on making sentences with correct grammar using these mats. If you have students working on noun-functions or categories, the mats have food, school supplies, and transportation. Sentence frames are included to help your friends have greater success with more complex sentences.

Additional Chicken Speech Therapy Activities

I love using Dinky Doodads to work on skills. They are the perfect size for eggs. Check out how to use trinkets with plastic eggs HERE. You can also make a baby chick sensory bin to work on language skills. Check out the blog post for how to make it HERE (free printables included).

When I use a theme, I try to use the theme for at least two weeks. So, I will interchange some of the activities. At a station, I will bring in toys or games that can work on social skills and functional language.

With this cooperative game Count Your Chickens Game, you can target turn-taking, counting more/less/most, and describing the animals. I love Peaceable Kingdom games because there isn’t a winner or a loser. Perfect for our friends that like to win all of the time!

What Chicken Speech Therapy Activities Do You Plan?

I would love to know how you plan for therapy! If you have some fun chicken activities, share in the comments or tag me at @thedabblingspeechie.

What I love about planning my push-in lesson is that I can re-use the activities in my small group instruction. It feels so nice to have effective therapy plans that I can use across many groups.

Copyright 2019 The Dabbling Speechie | Disclosures | Terms of UseBrand Ambassador Program