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Language Rubrics

This year I have a lot more students who are working on carryover skills or advancing with their goals. I needed to advance my data tracking methods too. Introducing…Language Rubrics.

I made these language rubrics to make tracking my student’s growing abilities easier. There are 28 different rubrics in this packet.

– Categories – Associations – Verb Tenses – Irregular Past Tense Verbs – Irregular Plural Nouns – Synonyms – Antonyms – Describing – Subject/Verb Agreement – Compound Sentences – Complex Sentences – Asking Questions – Answering Questions – Context Clues – Multiple Meaning Words – Vocabulary – Sequencing – Following Directions – Concept Words – Inferring – Summarizing – Predicting – Writing – Main Idea – Details – Voice – Fluency

and ARTICULATION! I know, I know. Articulation is not Language, but it is too common a goal to not have included. Think of it as a bonus. These rubrics will be great to track data on goals that the student is close to achieving, monitor skills during push-in/inclusion therapy, monitor carryover of skills, and track teacher feedback and perception of skills in the classroom.

There are spaces to track data for 9 sessions or dates, as well as, a space to graph the student’s progress and take notes. You can download a preview of these rubrics at my TpT store . If there is a rubric that you want/need and don’t see, send me an email at thespeechbubbleslp@gmail and we will see what can be done about making it happen.

I have Social Language and Pragmatic Rubrics too!

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Meet Maureen

Hey there! I’m Maureen Wilson, a school-base SLP who is data driven and caffeine powered. My passion is supporting other pediatric SLPs by teaching them how to harness the power of literacy and data to help their students achieve their goals…without sacrificing time they don’t have.

Organization

Get the basics you need to administer and analyze Dynamic Assessments in a school setting. Dynamic Assessments are great for:

Assessing student’s language learning
Assessing student’s with multi-lingual backgrounds
Getting practical information to make confident decisions on eligibility and goals

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Badger State Speechy

Unlocking Social Potential

Progress Monitoring Language Goals with Rubrics

September 6, 2016

progress monitoring language goals rubrics speech therapy special education

I’m excited to join the Frenzied SLPs to share ideas about progress monitoring using rubrics .

updated 1/23 I find it so much easier to progress monitor the IEP goals of my articulation and phonology students. There is less grey area with articulation, it’s either correct or incorrect and this makes it easier for gathering quantitative data! Progress monitoring the language and social communication goals of my students is more challenging! There are so many more variables to consider, such as level of cueing, visual supports and reminders. Many of my language goals also contain different skill areas too.

Progress monitoring tips! Rubrics!

In the public schools, we are progress monitoring our IEP goals. So, when you write your IEP goals for your students, that’s the time to consider how you will progress monitor that goal! Write your goal with your progress monitoring tool in mind or you will drive yourself crazy figuring out how to progress monitor your goals. There’s nothing worse than doing a progress report and discovering that you don’t have enough data to comment on the goal because you didn’t have a rubric or data collection system set up!

2. Use rubrics as a tool for progress monitoring your IEP goals for language (including social language). Measuring of language goals, especially ones that contain multiple skills areas are most efficiently measured using a rubric that is tailored to all aspects of the goal! Take a look at the generic sample rubric I use for language goals that contain multiple skills below:

With the four different levels already written into the rubric, it is less cumbersome to measure, document and report on this goal, even with the 3 skill levels of wh questions, main idea and story retelling! I designed the rubric to be used for language goals with multiple skill levels but it can also be used to augment your articulation progress monitoring tools too!

Here’s how I use it:

I write my IEP goal. I use “rubric wording” (move from baseline level on the rubric to a higher level) such as “move from the level of “full support” to “assisted skill” instead of using a numeric measurement in my goal. Then, I copy and paste the IEP goal into the “goal” box of this document and add in the skill levels (I never have more than 3-I want my goals and the process of measuring progress to be easy and sustainable). Then, I print it off and keep it in my student’s working folder. When it’s time to progress monitor, I pull out the rubric and all I need to do is add the date and an x or check mark to show where the student is at on the rubrics!!

If you struggle with writing social communication IEP goals, you might like my library of IEP goals!

Happy Progress Monitoring with rubrics!

If you have other great tips for progress monitoring language goals, please comment!

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This rubric is in my library of free materials! Get access when you join my newsletter!

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September 7, 2016 at 10:15 pm

I love the idea of using a rubric. I do for pragmatics, but haven’t for language. Thanks for the editable rubric!

September 8, 2016 at 12:24 am

Thinking ahead to figure out the skill you want to teach and how to measure it is so important! I love that all the IEP goals are on one sheet. Thanks for sharing it!

CDC speech therapy guidelines have changed, but early intervention is still the goal

When the CDC updated the developmental milestones for its “ Learn the Signs. Act Early ” initiative for the first time since 2004, a controversy erupted, confusing pediatricians, speech therapists and parents.

The initiative details when children from birth to 5 years should reach milestones on how they play, learn, speak, act and move. The updated developmental tracker, published in 2022, pushed some speech milestones previously set at 24 months back to 30 months.

In this article, we’ll talk about how developmental milestones are meant to be used, what the updates mean for parents and caregivers, and what you should do if you’re worried your child might have a speech delay.

Developmental milestones and early intervention

The CDC launched “Learn the Signs. Act Early” in 2004 because they recognized that people didn’t always have the information they needed to catch developmental delays – such as speech disorders or speech delays – at the earliest stages. The earlier you can identify a developmental problem and start treating it, the better the outcomes for patients.

“We always want to intervene as early as possible, whether it’s strategies to help with communication, or help with a delay or disorder,” says Alison Barclift , a speech-language pathologist at Sentara Therapy Center - Pediatrics Newtown . “The sooner we’re in there the better.”

In addition to assisting parents, the developmental milestones checklist in “Learn the Signs. Act Early” is primarily used by pediatricians to identify children who might have a developmental issue so they can be referred to a specialist for a more thorough screening.

“Pediatricians are generalists for ages 0-18; they know a little bit about a whole lot of things,” Barclift says. “This checklist helps guide them, to give them a basis for saying ‘you know what, let me refer them.’”

New guidelines stir up controversy

The CDC’s developmental milestones are one of the primary tools that providers and parents use to determine if a child might need help. So the changes in speech milestones from 24 months to 30 months perplexed parents and providers.

According to the CDC, the new guidelines shift the expectation to the age when most children reach a specific milestone rather than when the average child has reached a specific milestone. For instance, the previous guidelines said children should be able to say 50 words at 24 months. That was based on research that showed that about 50 percent of children could do that by age 2. The new guidelines have moved this milestone to 30 months. Experts have determined that’s when 75 percent, or the majority, of children can say 50 words.

While this shift does seem to have the potential to delay the start of treatment for children with speech disabilities, the CDC’s checklist is not the only tool that pediatricians use to make referrals. For example, the communication milestones checklist created by the American Speech-Language-Hearing Association (ASHA) places children speaking at least 50 words in the 19-24 month range.

“I have not noticed a change in the referrals that we’re seeing, and I don’t think that I’m that surprised by that,” says Barclift.

Normal is a spectrum

Ultimately, the CDC’s checklist and similar tools are just the starting point. Once a child has been referred to a speech therapist, more in-depth testing is done to determine the exact nature of the delay, disability or needed support.

This data is then used to decide whether the child qualifies for services through state early intervention programs and/or in the outpatient setting. A simple checklist can only really serve as a starting point because ‘normal’ is a spectrum – all children develop differently.

“There’s a large range of normal,” says Barclift. “A 4-year-old who can speak in complete sentences and a 4-year-old who’s putting only three words together to make only simple sentences are both within that normal range.”

According to Barclift, the testing that professional speech therapists conduct is meant to get a more thorough picture of where the patient is having problems.

“For early intervention evaluations, we spend up to two hours with the child and most of the time in the home,” says Barclift. “That helps because the pediatrician's office is not always where your child is going to act the way they normally act. In the clinic setting, therapists may have less time to complete evaluations and take detailed histories from parents and caregivers to make sure they are capturing the whole child and any concerns.”

Parents know their children best

Parents know their children better than anyone and are well positioned to spot developmental issues before anyone else does. But that’s only if they know what to look for. Fortunately, the CDC has resources targeted specifically to parents that can help you screen your child while going about your daily lives.

“The CDC has children's books and parent resource guides that parents can get for free that help the checklist become more natural and understandable,” says Barclift. “These resources help parents bring this conversation into their daily lives, instead of making it this scary thing that only happens when they go to the pediatrician.”

If you think your child might have a speech delay or other developmental disability, speak to your child’s pediatrician as soon as possible. The earlier a problem is identified, the better, but even if a problem isn’t spotted until later, therapy can still help.

“There’s also no such thing as too late either,” says Barclift. “Any time a parent is concerned we want them to come in.”

Reach out to your pediatrician today to get your child screened for developmental delays.

By: Andrew Perkinson

Serving children in St. Petersburg, FL. Call today to get started at (727) 201-3434.

Bridge Speech Therapy

Bridging the gap in speech, language, and literacy skills for children of all ages.

OUR MISSION

At Bridge Speech Therapy, we are committed to helping children bridge the gap between speech, language, and literacy skills in their most convenient setting. We know that every child is unique, and it is our mission to identify strengths, address communication challenges, and work alongside parents and teachers to attain meaningful goals.

WHAT SETS US APART

Our private practice is uniquely positioned within the community to offer services that suit each family's needs. We work collaboratively with parents, teachers, and professionals within Pinellas County to treat the whole child. Everything we work on in therapy supports what the child is doing at home and in the classroom.

OUR SPECIALTIES

Speech Delays & Disorders

Childhood Apraxia of Speech

Language Delays & Disorders

Gestalt Language Processing

Late Talkers

Executive Functioning

Reading Challenges

Spelling & Writing

ABOUT THE BRIDGE SPEECH THERAPY TEAM

Cara Bridge, M.S., CCC-SLP, owner and pediatric speech therapist at Bridge Speech Therapy in St. Petersburg, FL

At Bridge Speech Therapy, our speech therapists are committed to meeting the unique needs of each family. We take a team approach to speech therapy, c ollaborating with parents, classroom teachers, and other specialists to help each child thrive.

We love getting to know our clients and bringing their interests into sessions! Our goal is to make therapy feel like fun, so you'll find that your child is always eager to come to their next appointment. We also invite parents to join in whenever possible!

All of our speech therapists are nationally certified and licensed to practice in Florida. We are proud of our reputation for providing evidence-based evaluations and speech therapy to children in the Tampa Bay Area.

GETTING STARTED

Call to schedule your first session or book a free phone consultation with one of our pediatric speech therapists. We will answer your questions and walk you through the intake process.

Services will begin with an in-depth evaluation, which will reveal your child’s areas of strength and support needs. This process allows us to create an individualized plan with targeted therapy goals.

Following the evaluation, we will schedule your child’s therapy sessions at a time and in the setting that works best for you! Recommended session frequency will vary and is based on your child’s goals.

Child participating in play-based speech therapy for gestalt language processing in St. Petersburg, FL

A child is like a piece of paper on which every person leaves a mark.

~ robert heinlein.

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Specializing in intensive episodes of care for adults and children.

Our Philosophy

Here at Because You Can, our staff of experienced doctors, speech-language pathologists, occupational therapists, behavior analysts, and teachers believe everyone is unique and learns in a different way. Whether recovering from a major incident or just learning to communicate, we believe that intensity is the key to success.

Adults and children with communication disorders are often given limited opportunities to participate in therapy with a therapist who specializes in their unique diagnosis. Here at Because You Can, we believe that a diagnosis is just a starting point, and that each individual should have the opportunity to grow in their own unique way.

Specialties

augmentative and alternative communication (aac) therapy.

Applied Behavioral Analysis (ABA) Therapy

ADHD/Executive Functioning

Articulation

Complex Communication Needs

Dysarthria

Literacy Evaluations

Math (K-College)

Occupational Therapy

Phonologic al Delays/Disorders

Receptive and Expressive Language Delays/Disorders

Reading (K-College)

Social Skills

Call to schedule an evaluation and let us help you help your loved one to meet their full potential!

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