We believe that every student can communicate. Communication is complex and multi-modal (verbal/non-verbal). Language skills are necessary within the school environment to engage in social interactions, to support functional performance, and to access the curriculum. Effective communication is the cornerstone of preparing students to become contributing members of society.

 

           Administration Office
           799 West Kensington Road
           Mount Prospect, IL 60056-1111

           Speech & Language Therapy
           Services Coordinator

           Susan Mahoney
           847-463-8142 |  smahoney@nsseo.org

           Administrative Assistant: 
           Julie Hoadley
           847-463-8131 | jhoadley@nsseo.org

 
Focus ↓

Focus

 

NSSEO provides Speech and Language technical assistance to school-based programs within the cooperative and is available to all eight member districts. A best-practice model, as defined by the American Speech and Hearing Association (ASHA), is used to support the integral roles Speech-Language Pathologists have in education. Speech-Language services help students meet the performance standards of the school district and state (Common Core State Standards) specifically reading, writing, listening, speaking, and problem solving.

Brochure →

Who We Are ↓

Who We Are

 

The Speech and Language services consist of an ASHA certified Speech-Language Technical Assistance Coordinator and an Administrative Assistant.

Services ↓

Services

 
  • Facilitate Speech and Language department meetings within NSSEO programs and member districts.
  • Consultation with special education staff, administration, general education staff, parents.
  • Assessment of oral motor skills and the development of feeding programs.
  • Curriculum development, adaptation, and modification to support speech and language development.
  • Assessment and training in the use of augmentative and alternative communication devices and supports.
  • Dissemination of best-practice information in the form of newsletters, email alerts, and state and federal publications.
  • Specialized coaching for Early Childhood and English Language Learner programs.
  • Support for the role of the Speech Language Pathologist in implementing Response to Intervention (RtI) and integrated therapy services.

 
Contact Directory ↓

Contact Directory

 

Find Someone Who Can Assist You by Going to our Staff Directory → 


 

SLP Directory 

Criteria Forms↓

Criteria Forms

Team Input Form Rating Scale Definitions

Mastery = most of the time, at least 80% of the time, Developing = over half of the time, >50%, Emerging = half of the time, ∼50%, Rarely = on occassion, <50%, Absence = not ever; at no time

 

Dual Language Learners (DLL)

Educator and Parent Handout →

Benefits of Bilingualism →

Red Flags for S/L Impairment →

Flowchart 

Language(s) History Questionnaires

Speaking and Listening for Early Childhood →
Speaking and Listening for Kindergarten-5th Grade (English) →
Speaking and Listening for Kindergarten-5th Grade (en español) →
Speaking and Listening for Kindergarten-5th Grade (w języku polskim) →
Speaking and Listening for Middle-High School →

Spanish Team Input

Articulation →

Oral Language: Listening and Speaking

Early Childhood →
Grades K-2 →
Grades 3-5 →
Middle-High School →

Social Language

Early Childhood →
Grades K-5 
Middle-High School →

Alternative Language

Rubric (Print on legal size paper) →
Team Input →
Rating Scale →

Prevocational – Vocational Communication

Team Input →
Rating Scale →

Early Childhood

Oral Language: Listening and Speaking

Team Input 
Team Input (Bilingual) →
Rating Scale →

Social Language

Team Input 
Rating Scale 

Kindergarten – Grade 2

Oral Language: Listening and Speaking

Team Input 
Team Input (Bilingual) →
Rating Scale 

Social Language

Team Input →
Rating Scale 


 

Multi-Tiered System of Support (MTSS) ↓

Multi-Tiered System of Support (MTSS)

 

Definition:

Response to Intervention (RTI) is a multi-tiered approach used to identify students at risk for poor learning outcomes and to provide specialized instruction and strategies to address learning needs within the general education setting.  Within an RTI model, teams provide evidence-based interventions, monitor student progress, and adjust interventions depending on student responsiveness.  RTI is a process of support for all students and is sanctioned in the re-authorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004).

SLPs play a critical role in assessment, instruction, intervention, progress monitoring, interpreting data and reporting on how communication skills relate to literacy and academic success (ASHA 2010).

MTSS/The Role of the SLP (Presentation, Spring 2016)→

 

ASHA Handouts (Adapted from RTI in Action, ©2010, ASHA.  Permission to share)




 

Tier 1:

  • Collaborate
  • Screen
  • Interpret assessment results
  • Model communication-facilitating strategies
  • Suggest classroom modifications and accommodations
  • Provide professional development programs
  • Assist in identifying causal factors and prerequisite skills for struggling students
  • Help families understand the link between language and literacy

(ASHA 2010)

Resources:

Overview of Speech Language Impairment:  Definitions, Eligibility & Strategies – PDF →     PowerPoint Presentation →

The Role of the SLP in Schools (ASHA) – PDF →

Speech-Language Pathologists – Who Are We, and What Do We Do? →

Universal Strategies:

Comprehension – PDF →

Expressive Language – PDF 

Fluency – PDF 

Social Language – PDF 

Speech – PDF 

Speech and Language Development (ASHA):

Ages 3 -4 →

Grades Kindergarten – 2nd

Grades 3rd – 5th

 

Tier 2:

  • Collaborate
  • Conduct more in-depth screenings
  • Analyze curricular materials to determine appropriate modifications and adaptations
  • Pre-teach or re-teach vital curricular concepts
  • Provide short-term instruction in the classroom or in another setting
  • Participate in progress monitoring for specific groups or individuals

(ASHA 2010)

 

Tier 3:

  • Collaborate
  • Conduct more frequent and assessments and intense interventions with struggling students
  • Identify factors that may indicate a need for referral for a full multidisciplinary evaluation

(ASHA 2010)

Resources for Evidence Based Strategies:

ASHA Articles 

Books

Interventions for Speech Sound Disorders in Children →

Treatment of Language Disorders in Children 

 

Feeding Guidelines ↓

Feeding Guidelines

The NSSEO Feeding Protocol will be available upon request.

Contact Sue Mahoney, Support Services Coordinator for access and technical assistance.

Contact: smahoney@nsseo.org

Newsletters ↓

Newsletters

 

Let’s Communicate – Winter 2017 

Let’s Communicate – Winter 2016 

Resources ↓

Resources

 

www.ishail.org                  Illinois Speech Language Hearing Association

www.asha.org                  American Speech-Language-Hearing Association

www.myinfinitec.org         Infinitec

Workshop Handouts ↓

Workshop Handouts

 

Considering the Early Language Growth Trajectories of Young Children →

New SLP Workshop – NSSEO Criteria and Best Practices →

PowerPoint Presentation:  Let’s Talk About PECS →

PowerPoint Presentation:  Social Pragmatic Language →

PowerPoint Presentation:  Social Skills – Palatine High School →

PowerPoint Presentation:  Social Thinking →

Thinking About You Thinking About Me (With An iPad?) →

Using Social Narratives on the iPad →