Communication Training for the Classroom (CTC):
General Information
An Introduction to the Program
Communication Training for the Classroom (CTC) is a collaborative team approach which builds a teacher’s capacity to address/promote language development in the classroom. The program is a partnership between Hunter New England Local Health District (HNELHD) and the Department of Education (DoE). The program promotes awareness of communication impairment in school aged children and its effect on academic development. It aims to empower schools and communities to take joint responsibility for students with communication impairment. Focus is placed on training teachers to identify children with communication difficulties, modify their language in the classroom, modify their classroom routine/lessons and provide language enrichment to their students.
The program is staffed by Specialised Speech Pathologists from Kaleidoscope– School Support Services team who are experienced in working with teachers in schools and have extensive knowledge of evidence based approaches.
Applying for the Program
Schools can apply directly to DoE at set intake times. Calls for schools to apply for inclusion in the program is undertaken through DoE’s ”SchoolBiz” intranet site and schools send their application to the designated DoE representative. A HNELHD representative attends a meeting with DoE representatives to prioritise the applicants and make Decisions on which schools will be accepted into the program.
Fees
2016 cost for 5 day CTC program: $ 2280 (excl. GST)
One or two blocks can be requested.
Prioritisation
Schools are selected to be part of the program based on a variety of factors. Schools that have high numbers of students with literacy/communication needs are prioritised, as well as schools who have high numbers of identified disadvantaged students such as Aboriginal children and children living in out of home care (OOHC).
Structure of the Program
Schools can choose the amount of time they are involved in the program. The minimum involvement in the CTC is one 5 day block. There is flexibility in the frequency of visits to suit school needs. Additional blocks may be able to be negotiated depending on demand for the project and availability of Speech Pathology Staff.
The program consists of four modules. Information on each module is presented further in this document. Schools can discuss with their speech pathologist which modules will suit their school.
Contacts:
Brad Laughlan- Learning & Engagement Coordinator, Department of Education
Ph: 49249872 Email:
Deb Beckwith- Learning & Engagement Advisor, Department of Education
Ph: 49249992 Email:
Amber Roberts Manager Speech Pathology Services HNELHD
Ph: 0402792530 or 49 257 877 Email:
Communication Training for the Classroom (CTC):
Essential Program Information
Over a number of years the Speech Pathology department has worked extensively with teachers and schools to gather information and gain knowledge and experience. This has allowed us to understand how the program can best run. The following information is seen as ‘key’ information/knowledge that all teachers/school should be aware of before they begin the program. We have found that the school’s and individual teacher’s awareness of this information is crucial to the success of the program. Please read the below principles to ensure you are prepared for your involvement in the program. Relevant articles are available from the Speech Pathology department should you wish to read further.
1. Communication is a complex mixture of a number of areas all of which can impact on a child’s academic development. These areas include: perception and identification of sounds/words, understanding of concepts, ability to follow directions, listening/attention, vocabulary, grammar, syntax, social knowledge/social skills, memory, phonological awareness, problem solving, prediction, inference, understanding and use of questions, sequencing skills, metalinguistics and articulation.
2. Research has found that a child’s skills in vocabulary, phonological awareness and narrative discourse are critical predictors of achievement in literacy development (Roth and Troia, 2006). The CTC aims to support the development of these areas in the classroom (particularly in early stage one) to promote better reading outcomes for students.
3. Speech pathologists and teachers are trained to think and work in different ways. They therefore have different ways of thinking about communication and language. A partnership between the two professions to work together collaboratively will greatly benefit student outcomes. One teacher was quoted as saying in 2006 “It was like the meeting of two great minds”.
4. Teachers are reporting that more and more children from disadvantaged backgrounds are arriving at school in Kindergarten with limited language skills. Teachers are facing more pressure to address these language needs while still needing to achieve the expected classroom outcomes.
5. Teachers and speech pathologists CAN make a difference to outcomes for students with language learning difficulties through changes to teaching and learning practices and new approaches. The CTC aims for speech pathologists and teachers collaboratively to achieve this.
6. Research has shown that teachers want practical, context-relevant professional development regarding students with disabilities (Shaddock, 2006). The CTC uses ‘Team Teaching’ to address this.
7. Spoken language is the foundation for which the development of reading, spelling and written expression occurs. The relationship is also reciprocal with written language contributing to the further development of spoken language.
8. Students who are experiencing difficulties with written language learning also frequently show difficulties with using oral language to communicate.
Communication Training for the Classroom (CTC):
Program Focus Areas
The focus of the CTC is to assist the teacher to develop classroom routines/ practices/ lessons which promote language enrichment/ development and inclusion for all students in all activities (including those with language learning difficulties). Students with communication impairment will benefit from many of the following approaches/focus areas:
· Focus on development of phonological awareness skills
· New skills/tasks taught and assessed in oral form before expectations for the task to be completed in the written form
· Focus on the importance of vocabulary to all classroom learning (particularly pre-teaching prior to new learning)
· Using an interactive storybook reading approach (students participate and are provided with opportunities to discuss vocabulary and narrative structure)- builds knowledge of story structure and students gradually build a framework for understanding and producing narrative sequences.
· Developing narrative discourse skills (oral and written) – providing scaffolds and discussion of key structural and language features of narrative
· Scaffolding of all texts (not just narrative) to promote better outcomes for understanding and constructing texts.
· Specify the language requirements of a text and work on any specific areas of difficulty
· When presenting new concepts/knowledge always link this in with the child’s previous background knowledge (this can be done by word webs, mind maps, general discussion etc).
· Ensuring active engagement (active listening and attention skills can be taught) and providing opportunities for concrete hands-on experiences
· Providing visual supports within the classroom
· Focus on development of question asking and answering skills
· Focus on the development of higher order thinking skills (such as problem solving, inference, prediction etc) to promote better text comprehension
Teachers can be trained in a number of these areas through all modules of the program. More information on each of these program modules is available on the following pages.
Communication Training for the Classroom (CTC):
Program Modules
The CTC programme is made up of the four modules listed below. These should guide the structure of the CTC at your school. Schools are free to choose which modules suit their school at different times throughout their CTC timeframe. Your speech pathologist can guide you in your timetabling to address the needs of your school and example timetables are available. Each module is discussed in detail on the following pages.
1. Teacher training for communication screening (core module)
2. Team teaching (core module)
3. Teacher in-services (core module)
4. Classroom consultation sessions (optional module)
Module 1: Teacher training for communication screening
Description:
Teacher training for communication screening aims to provide teachers and support teachers with the skills to conduct communication screening assessments on children who they have identified as having potential difficulties in the classroom.
Staff members are trained on what to look for and on how to use screening tools provided by the speech pathologist. The speech pathologist will assist in facilitating screening tools within the classroom. Discussions will then take place after the screening to assist the class teacher in making decisions about student needs.
Considerations:
· It is essential for teachers involved to have at least 1hr discussion / training with the Speech Pathologist prior to completing the screening. Release time may be required.
· The teacher and the Speech Pathologist will need time following the screening to discuss observations (at least one hour).
· Consider why this screening is being conducted:
o To help develop teachers’ ability to identify communication difficulties
o To identify children requiring complete Speech Pathology assessment
The process:
· The teacher identified children who would benefit from screening.
· The Speech Pathologist in-services class teachers and support teachers (at least one hour) in use of screening tool (can be one session including all class teachers who will participate).
· Identified students are then screened by the class teacher and the Speech Pathologist and class teacher (a LAST/ relief teacher will be required to run the class).
The Speech Pathologist and the teacher will discuss what was observed to identify classroom issues/goal areas (at least one hour) (a LAST/ relief teacher will be required to run the class).
Module 2: Team Teaching
Description
Team Teaching (TT) involves the speech pathologist (SP) supporting the class teacher (CT) to utilise strategies and approaches that are useful when teaching a child with language learning difficulties. This may include asking questions that promote language, allowing time for responses and supporting children with receptive language difficulties
The CT and SP will then collaborate to work out how those approaches can be absorbed into the normal classroom routine/lesson.
Planning and implementation of TT can also involve LASTs, ESL teachers, SLSOs and community volunteers. Involving more of these people will mean greater school community awareness of the program and also education of more people than just the class teacher. The potential for language enrichment/development of students in the school to take place is then even greater. Regular consultation and evaluation takes place.
Considerations
§ Class teachers involved in TT sessions need to be aware of the aim of the CTC program (especially TT sessions). Staff must be interested and committed to participating in the sessions, and have appropriate time available to support their participation.
§ LAST or aide support is very useful in implementing TT sessions. ‘More hands on deck’ helps in supporting students in smaller groups. By having LAST support in sessions, the school has the added benefit of the LAST being able to extend use of strategies to other classes within the school.
§ Requires planning sessions to identify class needs, goals, method of in class teaching, roles and responsibilities of Speech Pathologist and class teacher, and evaluation procedures (at least 1 hour).
§ Evaluation sessions (post TT session) will also be necessary each week to evaluate class progress/performance and review goals and specific planning for the following week.
§ Where possible teachers should take an active role in determining goals and preparing resources for the team teaching sessions. This supports ownership and skill development; however time is required for teachers to be able to do so.
§ Consider incorporating strategies and specific Speech Pathology goals into regular classroom activities rather than imposing a new topic/ activity type onto the class. Eg. If maths is conducted during the team teaching session time- goals/strategies related to maths activities.
§ Discussion of the syllabus is useful for the speech pathologist – this is a good starting point for initial planning with the class teacher.
The Process
§ The Principal or CTC coordinator at the school identifies interested / suitable classes and discusses with class teacher.
§ The Principal or CTC coordinator advises parents / wider school community of program commencement (and arranges for either an exclusion letter or a permission note to be sent for students from all classes who will be involved in the CTC program).
§ All parties involved should be involved in the planning of the time of the sessions.
§ The Principal or CTC coordinator organises availability of relief time / LAST availability for sessions when required.
§ A one hour lesson by the class teacher will be observed by the Speech Pathologist to observe the teachers methods of teaching.
§ The Speech Pathologist and the teacher will discuss what was observed (practices/strategies) (a LAST/ relief teacher will be required to run the class)
§ The Speech Pathologist and class teacher conduct an initial planning session prior to commencing sessions to plan session goals / strategies/ activities.
Topic Areas
TT sessions with teachers in schools are delivered as part of training packages:
· Early Stage 1 (PA, active listening, news scaffolds)
· Stage 1 (PA, active listening, oral language)
· Stage 2 (active listening, reading and writing scaffolds, text types).
Topics that may be included are outlined below:
· Scaffolding for news - providing visual supports for components required in news (recount or description)
· Improving students’ question asking skills at news time. SP will help promote a greater range of questions that the class will learn to use.
· Interactive storybook reading- using big books to promote narrative development. Students actively engaged by props/visual/discussions. Pre-teaching of vocabulary occurs. Students’ background knowledge is activated through discussion. New vocabulary/concepts/knowledge is linked to this prior knowledge throughout the reading. Students are asked to participate in the reading (i.e. repetitive lines) or asked questions throughout which probe their understanding of the narrative. Structure of narrative is emphasised by reviewing the story after first reading.
· Phonological awareness (PA) tasks- the SP will provide ideas for activities that can be completed as whole class or in small groups to target PA skills.