SCHOOL DISTRICT OF MILTON

Kim Caron

PHILOSOPHY
My philosophy for providing speech-language services in the
public schools is to always advocate for my students. The
success and well-being of my students are my primary
concerns.
We need to be a voice for the voiceless.
- Rick Lavoie

INTASC STANDARDS AND ACADEMIC

GROWTH
The Interstate Teacher Assessment and Support Consortium
(InTASC) standards outline what educational staff members
should know and be able to execute to ensure every student
reaches the goal of college and/or the workforce in todays
society.
Integrated across the standards is the teachers
responsibility for the learning of all students, the expectation
that they will see themselves as leaders from the beginning of
their career and advocate for each students needs (Council
of Chief State School Officers, 2011, p. 5).

ACADEMIC GROWTH
During the course of this, I strived to meet the ten InTASC
standards, provide quality services, and advocate for each and
every one of my students.

Establish rapport and increase student motivation

Apply academic information to the clinical process
Engage in ongoing professional learning
Collaborate

STANDARDS 1 AND 2
1: The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning
experiences.
2: The teacher uses understanding of individual differences
and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high
standards.
Recognized and adapted students specific learning patterns and
development

STANDARD 3 AND ARTIFACT

3: The teacher works with others to create environments that
support individual and collaborative learning, and that
encourage positive social interaction, active engagement in
learning, and self-motivation.
Goal 1: I will learn to establish rapport and increase student
motivation during therapy sessions (InTASC 3/ ASHA IV-B).
4K student with autism
Always opening/closing and turning on/off
Difficulty attending to tasks

FILE FOLDER GAMES

STANDARD 4 AND ARTIFACT

4: The central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and
meaningful for learners to assure mastery of the content.
Goal 2: I will apply academic information to the clinical
process (InTASC 4/ ASHA IV-D, V- A).
Administer and score assessments
Writing reports
Develop new goals and objectives

REEVALUATION REPORT

REEVALUATION REPORT

REEVALUATION REPORT

GOALS
XX will define known words (people, places, things) using 5
attributes when provided with one visual cue (indicating
category, size, function, etc.) in 4/5 opportunities.
XX will respond to higher-level questions (i.e., inferential,
prediction, problem-solving) when given a picture stimulus
and one verbal prompt (scaffold questions, restatement of
question, repetition of question) in 3/5 opportunities
XX will retell a story containing 3-4 events read to him, using
complete sentences, a logical sequence, and relevant details,
when provided with a visual cue (i.e., graphic organizer,
numbered cards) in 4/5 opportunities.

STANDARD 5 AND 6
5: The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to
authentic local and global issues.
Community outings

6: The teacher understands and uses multiple methods of

assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teachers and
learners decision making.
3 year reevaluation

STANDARDS 7 AND 8
7: The teacher plans instruction that supports every student
in meeting rigorous learning goals by drawing upon knowledge
of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the
community context.
Using materials from the curriculum

8: The teacher understands and uses a variety of instructional

strategies to encourage learners to develop deep
understanding of content areas and their connections, and to
build skills to apply knowledge in meaningful ways.
Use of many instructional strategies

STANDARD 9 AND ARTIFACT

9: The teacher engages in ongoing professional learning and
uses evidence to continually evaluate his/her practice,
particularly the ef fects of his/her choices and actions on others
(learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner
Goal 3: I will engage in ongoing professional learning and use
evidence-based practice when evaluating and adapting practice
to meet the needs of each student (InTASC 9/ ASHA IV-D, IV-F).
3 rd grade student with autism
Social stories were developed in order to support individuals with
autism to better cope with social situations" (Ali and Frederickson, 2006,
p. 355).
Struggling to transition from home to school

SOCIAL STORY

STANDARD 10
10: The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner
growth, and to advance the profession.
Exceptional Student Collaboration meetings

REFERENCES
Ali, S., & Frederickson, N. (2006). Investigating the Evidence Base
of Social Stories. Educational Psychology in Practice, 22, 355-377.
Council of State School Of ficers. (2011). Interstate teacher
assessment and suppor t consor tium (InTASC) model core teaching
standards: A resource for state dialogue. Washington, DC: Author.
Lavoie, R. (2008). Fighting the Good Fight: How to Advocate for Your
Students Without Losing Your Job. Exclusive to LD OnLine.