# data[].attributes.body
using wonders curriculum

expanding on the content they are reading

using study sync skills videos

# data[].attributes.headline
Students meeting goals, exiting from speech services, decreasing minutes, spending more time in gen ed

# data[].attributes.subject
Students meeting goals, exiting from speech services, decreasing minutes, spending more time in gen ed

# data[].attributes.headline
Providing a variety of pull out, push in, and indirect services to support their communication needs in the environment they most need support with.

# data[].attributes.subject
Providing a variety of pull out, push in, and indirect services to support their communication needs in the environment they most need support with.

# data[].attributes.headline
I am attending one Grade Level PLC and integrating grade level curriculum into sessions for that specific grade level.

# data[].attributes.subject
I am attending one Grade Level PLC and integrating grade level curriculum into sessions for that specific grade level.

# data[].attributes.body
Provide visuals and verbal cues. Using different modalities to help with carryover of skills.

# data[].attributes.headline
collaborating with gen ed teachers to ensure IEP accommodations are used

# data[].attributes.subject
collaborating with gen ed teachers to ensure IEP accommodations are used

# data[].attributes.headline
joining students in the general education environment to support use of devices

# data[].attributes.subject
joining students in the general education environment to support use of devices

# data[].attributes.body
Accessing study sync and their curriculum

# data[].attributes.headline
Diversifying student engagement in a variety of settings increases generalization of skills

# data[].attributes.subject
Diversifying student engagement in a variety of settings increases generalization of skills

# data[].attributes.body
Using indirect and push in minutes to align practices to curriculum, verbiage, and strategies used in the classroom

# data[].attributes.headline
Following up with SLPs at the sites to make sure the goals allow them to access and engage in the PK curriculum, and if they are making progress on these goals.

# data[].attributes.subject
Following up with SLPs at the sites to make sure the goals allow them to access and engage in the PK curriculum, and if they are making progress on these goals.

# data[].attributes.headline
Students making progress on their speech goals and making growth in literacy on iReady

# data[].attributes.subject
Students making progress on their speech goals and making growth in literacy on iReady

# data[].attributes.headline
Ensuring that students are aware of their goals and what work needs to be done to meet them. Explaining the goal(s) of assignments and activities at the start of each session together.

# data[].attributes.subject
Ensuring that students are aware of their goals and what work needs to be done to meet them. Explaining the goal(s) of assignments and activities at the start of each session together.

# data[].attributes.headline
aligning instruction with nondisabled peers

# data[].attributes.subject
aligning instruction with nondisabled peers

# data[].attributes.body
improvement on rubrics related to generalization of device usage

# data[].attributes.body
A proactive measure that I am doing in my practice is creating standard aligned goals and using curriculum based activities in my sessions to increase carryover into the classroom

# data[].attributes.body
Students making progress on the goals proposed.

# data[].attributes.headline
attending grade level PDs to support generalization from small group to the classroom.

# data[].attributes.subject
attending grade level PDs to support generalization from small group to the classroom.

# data[].attributes.headline
Co-treating with other SPED providers to increase generalization of skills in multiple areas for significantly impacted students

# data[].attributes.subject
Co-treating with other SPED providers to increase generalization of skills in multiple areas for significantly impacted students

# data[].attributes.headline
Intervention is individualized and evidence-based. Utilizing Wonders and Study Sync materials in sessions.

# data[].attributes.subject
Intervention is individualized and evidence-based. Utilizing Wonders and Study Sync materials in sessions.

# data[].attributes.headline
Push-In services and visuals inside the classroom to support language skills

# data[].attributes.subject
Push-In services and visuals inside the classroom to support language skills

# data[].attributes.headline
students' improvement within the gen ed curriculum, progress towards IEP goals, requiring fewer supports

# data[].attributes.subject
students' improvement within the gen ed curriculum, progress towards IEP goals, requiring fewer supports

# data[].attributes.body
By giving more supports the carryover of skills is greater and therefore service minutes are reduced or new goals can be implemented for them to access the education curriculum better

# data[].attributes.body
Hearing from teachers that students are applying skills and strategies from our small group to their lessons and activities

# data[].attributes.body
Collaborating with ESS instructional support and MHP providers to align goals for carryover in the general education curriculum

# data[].attributes.headline
Intergrating StudySync into my practice to support students by preteaching them texts, vocabulary and key ideas. 

# data[].attributes.subject
Intergrating StudySync into my practice to support students by preteaching them texts, vocabulary and key ideas. 

# data[].attributes.headline
After pre-teaching vocabulary skills, pushing into a classroom and having my student raise their hand to give the correct answer

# data[].attributes.subject
After pre-teaching vocabulary skills, pushing into a classroom and having my student raise their hand to give the correct answer

# data[].attributes.headline
joining weekly PLC's and aligning grade level work with speech goals including written communication (which can often be looked over especially in the younger grades)

# data[].attributes.subject
joining weekly PLC's and aligning grade level work with speech goals including written communication (which can often be looked over especially in the younger grades)

# data[].attributes.headline
using study sync to access different curriculum based resources as well as collaborating with teachers to ensure accommodation's are being used correctly

# data[].attributes.subject
using study sync to access different curriculum based resources as well as collaborating with teachers to ensure accommodation's are being used correctly

# data[].attributes.body
Collaborating with grade-level and sped teachers on the curriculum and what my speech students need to work on to engage in grade-level work

# data[].attributes.headline
Engaging in vertically-aligned grade-level PLCs 3-5 grade in our building.

# data[].attributes.subject
Engaging in vertically-aligned grade-level PLCs 3-5 grade in our building.

# data[].attributes.headline
Aligning lesson plans to grade level standards and materials

# data[].attributes.subject
Aligning lesson plans to grade level standards and materials

# data[].attributes.headline
increased participation within curriculum activities with nondisabled peers

# data[].attributes.subject
increased participation within curriculum activities with nondisabled peers

# data[].attributes.body
utilizing google read and write to aid in accessing vocabulary, increase reading skills, and aiding with grammar

# data[].attributes.headline
Growth in academic TS Gold notes and progress reports 

# data[].attributes.subject
Growth in academic TS Gold notes and progress reports 

# data[].attributes.headline
Students are making progress towards goals and some are ready for dismissal

# data[].attributes.subject
Students are making progress towards goals and some are ready for dismissal

# data[].attributes.headline
Practicing goals within a variety of settings (small group, classroom, specials, lunch, etc.) to promote generalization 

# data[].attributes.subject
Practicing goals within a variety of settings (small group, classroom, specials, lunch, etc.) to promote generalization 

# data[].attributes.headline
Students meeting goals. iReady growth in areas that have been targets for intervention.

# data[].attributes.subject
Students meeting goals. iReady growth in areas that have been targets for intervention.

# data[].attributes.body
teachers and students are more aware of the goals we are working on. students are connecting small group and whole group lessons.

# data[].attributes.body
Students are participating more in the classroom during push-in service time

# data[].attributes.headline
Students are feeling more successful in class, understanding how the work they do in speech ties in with their grade level work and becoming more independent. 

# data[].attributes.subject
Students are feeling more successful in class, understanding how the work they do in speech ties in with their grade level work and becoming more independent. 

# data[].attributes.headline
Student writing samples using school-created graphic organizer. 

# data[].attributes.subject
Student writing samples using school-created graphic organizer. 

# data[].attributes.body
Teacher and ESS collaboration for student needs. Varied service delivery types (pull out/push in)

# data[].attributes.body
I am introducing grade level vocabulary to my students and doing deep dives with the words. The students talk about personal experiences in order to tie their knowledge to the new words.

# data[].attributes.headline
meeting with 10th grade PLCs on a weekly basis, having teachers invite me to google classrooms, integrating classroom assignments into therapy sessions

# data[].attributes.subject
meeting with 10th grade PLCs on a weekly basis, having teachers invite me to google classrooms, integrating classroom assignments into therapy sessions

# data[].attributes.headline
Collaborating and meeting with teachers to help create solutions if problems arise with a student's ability to transition, communicate, or participate in class/across settings.  

# data[].attributes.subject
Collaborating and meeting with teachers to help create solutions if problems arise with a student's ability to transition, communicate, or participate in class/across settings.  

# data[].attributes.body
Increase in independence with using assistive technology to improve understanding of vocabulary and reading in his/her environment - using phones instead of consuming phones

# data[].attributes.body
making sure students know their targets, working with gen ed teachers to make sure they understand accommodations, working along with district standards while also engaging students in learning what interests them

# data[].attributes.body
Students meeting ESS goals and improving classroom participation and performance.

# data[].attributes.body
Student self-reports of their communication confidence, teacher observations, grades

# data[].attributes.headline
Student's requiring less direct support while in the classroom, following routines with less prompting, using more spontaneous communication.

# data[].attributes.subject
Student's requiring less direct support while in the classroom, following routines with less prompting, using more spontaneous communication.

# data[].attributes.headline
Working on the main idea in short stories as part of therapy whether language or artic

# data[].attributes.subject
Working on the main idea in short stories as part of therapy whether language or artic

# data[].attributes.headline
Collaborating with teachers and providing accommodations to support student access and engagement 

# data[].attributes.subject
Collaborating with teachers and providing accommodations to support student access and engagement 

# data[].attributes.body
Students are asking to do more work with vocabulary words and they seem to be improving in the area of counting syllables in the new words. They benefit from practice in breaking words into syllables.

# data[].attributes.headline
teacher feedback on effectiveness of recommendations to improve access to classroom assignments (graphic organizers, etc.), improvement with PLC goal data, improved progress monitoring data for IEP goals with motivated students

# data[].attributes.subject
teacher feedback on effectiveness of recommendations to improve access to classroom assignments (graphic organizers, etc.), improvement with PLC goal data, improved progress monitoring data for IEP goals with motivated students

# data[].attributes.body
explicitly explaining to students the 'why' behind the lesson

# data[].attributes.headline
Seeing progress towards IEP goals reflected in assessments and aligning with teacher reports of areas of growth observed in the classroom.

# data[].attributes.subject
Seeing progress towards IEP goals reflected in assessments and aligning with teacher reports of areas of growth observed in the classroom.

# data[].attributes.headline
Individualizing services delivery/ frequency, goals and materials for sessions that focus how to align with grade-level standards

# data[].attributes.subject
Individualizing services delivery/ frequency, goals and materials for sessions that focus how to align with grade-level standards

# data[].attributes.body
Using Wonders materials and classroom materials to support the generalization of skills to the classroom. Collaborating with other members of the ESS team to develop goals, accommodations, and instructional/service delivery that is individualized to each student.

# data[].attributes.headline
Using stories from Wonder's and using the general education curriculum.

# data[].attributes.subject
Using stories from Wonder's and using the general education curriculum.

# data[].attributes.body
Students are improving their Iready scores

# data[].attributes.body
Making sure students are aware of their goals and know at least one strategy; utilizing wonders within each session

# data[].attributes.headline
Weekly meeting with 1 and 2 grade on Fridays to discuss the next week's Wonders curriculum. For my exp/recep students we share the books and discuss vocabulary and WH questions. We sometimes review HF words from the unit and discuss the genre of the text.

# data[].attributes.subject
Weekly meeting with 1 and 2 grade on Fridays to discuss the next week's Wonders curriculum. For my exp/recep students we share the books and discuss vocabulary and WH questions. We sometimes review HF words from the unit and discuss the genre of the text.

# data[].attributes.headline
When working with students in mild-mod: Data taken towards their goals is taken using grade-level materials (Wonders) 

# data[].attributes.subject
When working with students in mild-mod: Data taken towards their goals is taken using grade-level materials (Wonders) 

# data[].attributes.headline
I have dismiss several students who grasp the main idea and are generalizing these skills into their classes: reading and math. I haven't gotten to science

# data[].attributes.subject
I have dismiss several students who grasp the main idea and are generalizing these skills into their classes: reading and math. I haven't gotten to science

# data[].attributes.headline
Utilizing wonders cirriculum as well as collaborating with teachers to provide cirriculum aligned support

# data[].attributes.subject
Utilizing wonders cirriculum as well as collaborating with teachers to provide cirriculum aligned support

# data[].attributes.headline
Teachers have seen students who do not normally offer answers in class, sharing more. They recall vocabulary and they are hearing more, 'Hey I know that. It's....'. Small growth in WH question accuracy is being noted. I am using my graphic organizers for this more too.

# data[].attributes.subject
Teachers have seen students who do not normally offer answers in class, sharing more. They recall vocabulary and they are hearing more, 'Hey I know that. It's....'. Small growth in WH question accuracy is being noted. I am using my graphic organizers for this more too.

# data[].attributes.body
students (particularly those with ASD) have been observed working harder and longer on targeted goals when they know the 'why' behind them, (and also when they have input into their own IEP goals)

# data[].attributes.headline
Teacher report, student engaging longer within classroom activities, student engaging in partner work

# data[].attributes.subject
Teacher report, student engaging longer within classroom activities, student engaging in partner work

# data[].attributes.body
Increased scores and outcomes on iReady testing, as well as classroom-based assessment measures. Increased student participation and engagement in the general education classroom.

# data[].attributes.headline
Meeting speech therapy goals and working on goals to be able to have discourse and communicate in the classroom. 

# data[].attributes.subject
Meeting speech therapy goals and working on goals to be able to have discourse and communicate in the classroom. 

# data[].attributes.body
Collaborating with teachers, monitoring student's academic performance, incorporating curriculum-based content to reinforce classroom.

# data[].attributes.headline
Student growth and familiarity with what they are working towards and examples of carryover of learned skills within the classroom setting.

# data[].attributes.subject
Student growth and familiarity with what they are working towards and examples of carryover of learned skills within the classroom setting.