New York State Standards for learning set benchmarks for student accomplishment throughout their education. Interwoven in every single curriculum area is the requirement that students be able to express themselves in an articulate and informed way. While we often think of this expression as a matter of knowing what to speak about or organizing thoughts in a well structured way, the actual communication skills are integral to a student's success. Those very same communication skills may be hampered by a student's inability to form sounds and language or to control their own speech and voice.

Jim Myers, Moravia's speech-language therapist, works with our students to provide the support they need to communicate effectively throughout their schooling and at home. He works with individual students and small groups by integrating classroom objectives into speech and language activities. Children use basic language concepts related to their classroom learning while working to correct language and articulation problems.

Delays in expressive and receptive language can impact success in school and everyday life.

For example, an expressive language delay might be demonstrated by difficulty producing sentences for conversation. A receptive language delay will affect a student's ability to understand directions, taking notes as well as recalling statements.

Myers has a variety of ways he can provide speech-language therapy. He works closely with parents and teachers to identify students who may require his services.

He uses several methods for assessing students' communication skills. There are four assessments that Myers uses to formally measure speech and language. The Clinical Evaluation of Language Fundamentals looks at student strengths and weaknesses across both receptive and expressive modalities. The Peabody Picture Vocabulary Test measures receptive vocabulary acquisition. Myers uses the Goldman Fristoe Test of Articulation to assess how a student says sounds in words. Finally, the Expressive One Word Picture Vocabulary Test examines a student's ability to name objects, actions and concepts.

Myers will also use classroom observation, questionnaires completed by the student's parents and teachers and an information assessment through conversation with the student to further identify strengths and weaknesses.

Once a student's particular problems are identified, the Committee on Special Education must review the student's case and recommend how many hours of service per week they feel the student requires.

While most of the students' sessions occur out of the classroom, Myers occasionally works in their own classroom setting. This allows him to see how a student performs in a larger group setting. He can observe how the individual objectives are carried over into the small group setting (in his classroom), adjusting the program to meet the students' needs.

Myers uses his repertoire of assessments to monitor student progress. He collaborates with parents, teachers and other speech language therapists to stay abreast of students' particular needs and the solutions that will help each student be successful.

The goal for students who receive speech services is not just to improve their speech and language skills, but to also teach strategies and real life skills that can be applied across all environments. He adds, “That will help the student succeed in everything they do.”

Pat Kinney is an art teacher at Millard Fillmore Elementary School in Moravia