About The Book

Many school-based speech-language pathologists (SLPs) deal with large caseloads and limited resources. Taking on additional workload by implementing multi-tiered systems of support (MTSS) can seem overwhelming. Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education offers practical research-based tools that school-based SLPs can use to balance the high demands of their job with supporting general education students.

This professional resource provides answers to a range of questions about policy implications, applicability of the framework to a speech-language pathologist’s role in schools, and how an SLP can implement MTSS in their practice. Part I breaks down the important concepts of MTSS, while Part II is designed as an SLP MTSS Toolkit, featuring the collective wisdom of practitioners and researchers in the field. Throughout the text, readers will also find real-world snapshots of MTSS in action based on the experiences of actual SLPs in the field.

In addition, the appendices are filled with forms and templates for use in educational and clinical settings. Readers will also have access to a PluralPlus companion website with downloadable versions of the resources from the book.

About The Author

Lesley Sylvan, MS, EdM, EdD, is an assistant professor of communication sciences and disorders at Montclair State University. She has an active research agenda focusing on speech-language pathology services in public schools. Dr. Sylvan graduated with a doctoral degree in Human Development and Education from Harvard University and a master’s degree in Speech-Language Pathology from Boston University. Prior to her academic career, Dr. Sylvan was a speech-language pathologist in New York City and San Francisco public schools.

Table of Contents

Preface
Reviewers

Part I. MTSS and the SLP: Important Concepts and Decision-Making

Chapter 1: What do SLPs Need to Know and Explain About their Role in MTSS? A Q & A Overview with Key Talking Points

Chapter 2: What Decisions do SLPs Need to Make? Key Decisions and Data Collection

Part II. What Tools Can SLPs Implement, Model, or Teach Within an MTSS Framework for Students in Grades K-12? Toolkit of Research-Based Approaches

Chapter 3: Introduction to the MTSS Toolkit

Chapter 4: Tools Related to Speaking and Listening Common Core State Standards

Chapter 5: Tools Related to Reading Common Core State Standards

Chapter 6: Tools Related to Writing Common Core State Standards

Chapter 7: Tools Related to Language Common Core State Standards

Chapter 8: Tools Related to Speech Sound Disorders, Fluency, and Voice

Chapter 9: Tools Related to Social-Emotional Skills

Appendix A. Data Collection Forms and Templates for Toolkit Activities

Appendix A–1. Form for Tracking Classroom Observations and Discussions

Appendix A–2. General Accuracy Collection Form

Appendix A–3. Pictography Note-Taking Template

Appendix A–4. Cornell Note-Taking Template

Appendix A–5. Alphabet Knowledge and Phonological Awareness Data Collection Form

Appendix A–6. Checklist for Text Preview and Text Lookback Strategy

Appendix A–7. Graphic Organizer to Aid Students in Taking Notes on Word Definitions

Appendix A–8. Semantic Feature Analysis Template

Appendix A–9. Sorting Morphemes Activity Template

Appendix A–10. Morpheme Book Template

Appendix B. Letters and Permission Forms

Appendix B–1. Sample Letter to Parents Explaining the SLP’s Role, Including MTSS

Appendix B–2. Parental Permission Form: Permission for Speech-Language Screening and Support

Appendix B–3. Parent Permission Form: Permission to Participate in Support Sessions Run by the Speech-Language Pathologist

Appendix B–4. Letter to School Staff Explaining SLP Role Generally and in MTSS

Afterword
References
Index

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