Ketler Louissaint

Superintendent

District 75 Citywide Programs

DISTRICT 75 CITYWIDE SPEECH SERVICES

FORMAL OBSERVATION REPORT

S/L Provider Name: Amy Kotick, Safa Luka, Katie McManus Tenured: AK: Yes ☒ No ☐
Tenured: SL: Yes ☒ No ☐
Tenured: KM: Yes ☐ No ☒
School/Site: 94M@188 Ratio/Classification: Age(s): 14-17
Pre-Obs Conference: 1-16-20 Date of Observation: 1-16-20 Post-Obs Conference: 1-16-20
Principal: Ms. Bradley Speech Supervisor: Suzanne Fabel Supervisor’s Signature: Suzanne Fabel
This lesson is rated: UNSATISFACTORY ☐ SATISFACTORY ☒
__________________________________________________________________________________________________

Communication Systems for Students

☒ An individualized communication system has been developed for this student and is utilized during speech and language therapy.
☒ Individual and/or programmatic equipment are integrated across environments to facilitate access and participation.
☒ Peer interactions are maximized and encouraged throughout activities.
☒ Staff and family training has been provided for individualized communication systems.
Comments: The team developed numerous levels of communication and visual supports. They have materials prepared for the
range of speech-language skills being addressed across the caseloads.

Intervention
☒ Session goals are specific and measurable and connected to IEP goals.
☒ Varied service delivery options are considered and evident.
☒ S/L program facilitates the students’ access to curriculum and standards.
☒ A variety of age-appropriate materials/activities were available.
☒ Materials were modified and reflective of the students’ communication needs.
☒ There is evidence of progress monitoring and how it was used to further differentiate instruction.
☒ Strategies and techniques were differentiated to meet individual student needs.
☒ Provider differentiates prompts and cues; follows a hierarchy to promote mastery of goals.
☒ Multiple opportunities were provided to promote skill mastery.
Comments: See description. Materials were carefully developed to support each student, the age group and types of learners. The
session was aligned with both the student objectives and the demands of the classroom.

Session Objective(s):
To identify story grammar parts
To retell a story
To answer questions about the narrative (including why)

Description of Session:
The group arrived in the speech room and introduced themselves to the visitor. Next, the providers lead an interactive review of
the play being practiced by the school. The primary discussion began with the identification of characters. Ms. Kotick and
McManus provided the students with general verbal prompts to continuing naming characters. Next, Ms. Luka provided specific
verbal and visual cues (miniatures from the script) to elicit additional commenting about critical items (the lamp and the carpet)
and the role they play in the story.

Next, the team lead the students through discussion of all of the story grammar parts. A combination of general and specific cues
were provided.

During the retell of the story events, wait time was used first and then prompts were added hierarchically. A large felt board was
labeled with story grammar terms. As students unpacked the narrative, they placed visuals (sentence strips, color line drawings
symbols, pictures of characters, settings and events) into characters setting, problem or solution.

DISTRICT 75 * HELEN D. KAUFMAN * ADMINISTRATIVE ASSISTANT SUPERINTENDENT FOR CLINICAL & SUPPORT SERVICES
400 FIRST AVENUE, NEW YORK, NY 10010
PHONE: (917) 256-4236 * FAX: (212) 802-1509 * HKAUFMA@SCHOOLS.NYC.GOV
 Next, the team introduced the task of writing a script. A visual of the setting was displayed. Age-appropriate puppets (cut outs)
were used to enact the story as verbalized by the students.

The student each took a role and read a written script aloud and used the puppets. Students were asked to predict what the next
line would be.

After a read-through, the peers praised each other. The professionals reviewed the story grammar as the students selected the
layers on the movie-making app. The students then recorded their voices and animated the puppets. All cheered at the end and
then watched the playback.

Verbal praise and redirection were used throughout.

Session Management and Behavior Supports

☒ Therapy routines are organized and structured.
☒ Provider-student interaction is respectful and positive.
☒ Behavior management techniques and use of reinforcers are evident and employed as needed.
Comments: As noted, numerous visuals were prepared. There was structure. Rapport was positive with specific praise and positive
redirection.

Professionalism
☒ Provider attends professional development activities and incorporates content/strategies within therapy practices.
☒ Provider is responsive to targeted supervisory suggestions.
☒ Provider participates in CSS and school wide initiatives.
☒ Provider maintains a satisfactory record of attendance and punctuality.
☒ Provider facilitates peer mentoring and/or student teaching activities.
Comments: As described below, the speech team collaborates with each other as well as the other team members.

Next Steps/Recommendations:
The providers were observed providing a session in the speech room.

The speech team has developed a thorough unit r eflecting educationally relevant goals. They have connected the STARS
curriculum, the school curriculum and the individual student speech objectives. They have developed layers of materials in order
to support varied input and output relating the play.

There are numerous types of activities to reinforce learning as well as maintain engagement. They have worked collaboratively
with each other as well as other members of the school team. They have shared their teacher-made materials with the other
team members.

During the session observed, the team reinforced individual student goals and individualized of trials as well as
differentiated and hierarchical prompting/cueing strategies.

I have received and read a copy of this observation and understand that a copy will be placed in my file.

Provider Signature: Date: 1-16-20

DISTRICT 75 * HELEN D. KAUFMAN * ADMINISTRATIVE ASSISTANT SUPERINTENDENT FOR CLINICAL & SUPPORT SERVICES
400 FIRST AVENUE, NEW YORK, NY 10010
PHONE: (917) 256-4236 * FAX: (212) 802-1509 * HKAUFMA@SCHOOLS.NYC.GOV