Inbox: Using Common Core Standards to Write Goals I enjoyed the October 2013 issue and read most of the articles in it. I am a longtime SLP in a public school setting, and Laura Justice's "A+ Speech-Language Goals" hit a nerve. In this article, she encourages targeting academic language and using the Common Core Standards to write goals ... Inbox
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Inbox  |   December 01, 2013
Inbox: Using Common Core Standards to Write Goals
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Speech, Voice & Prosodic Disorders / School-Based Settings / Professional Issues & Training / Language Disorders / Inbox
Inbox   |   December 01, 2013
Inbox: Using Common Core Standards to Write Goals
The ASHA Leader, December 2013, Vol. 18, 4. doi:10.1044/leader.IN1.18122013.4
The ASHA Leader, December 2013, Vol. 18, 4. doi:10.1044/leader.IN1.18122013.4
I enjoyed the October 2013 issue and read most of the articles in it. I am a longtime SLP in a public school setting, and Laura Justice's "A+ Speech-Language Goals" hit a nerve. In this article, she encourages targeting academic language and using the Common Core Standards to write goals for our students with language problems.
I think that is OK if a student with language deficits is at that level of metalinguistics. However, I strongly feel that our speech-language goals should be driven by what the child needs and what will best improve their success with communication and thus academics. School SLPs have had what we do watered down by the school setting: the caseload numbers, the paperwork, lack of support for continuing education in our specific field. Writing individual goals is an area where we still (at least in my district) have some autonomy and decision making ability.
If working on grade-level academic language is irrelevant to students because they lack basic core vocabulary, or have trouble accessing the vocabulary they do have, I am not going to use my limited therapy time working on that. I am going to try to be therapeutic during my time with the student. That is how I stay accountable to the student and to my professional standards. That is my mission, not improving my "academic relevance" to an increasingly test results-driven public school mindset.
Mary Price, Bloomington, Ind.
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FROM THIS ISSUE
December 2013
Volume 18, Issue 12