Abstract
Purpose Low-performing middle schools are often urban, culturally and linguistically diverse communities. Classroom-based speech-language service delivery is a best practice in these schools. This article provides strategies that have enhanced service delivery in a diverse and low-income urban middle school located in the San Francisco Bay Area, through a partnership between the San Francisco State University, Department of Speech, Language, and Hearing Sciences, Nicholas J. Certo Communicative Disorders Clinic, and a small local San Francisco Bay Area public school. Method Service delivery at a low-performing school incorporated classroom-based services in order to optimize classroom time for middle school children served by the speech-language pathologist. Results The incorporation of classroom-based services resulted in several service delivery innovations. Conclusion Service delivery models must accommodate to the learning needs of children and the school community.
Published Version
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