The District Celebrates Speech-Language Programs this May

May is Better Hearing and Speech Month, and across the Yakima School District, Speech-Language Pathologists (SLPs) and speech pro-techs are bringing innovative, research-backed approaches to students of all ages.

At Yakima School District’s Early Learning and Preschool programs, SLP Nancy Pietras has developed a “Literacy-Based Speech Therapy Circle,” a multisensory experience grounded in evidence-based practice. Her sessions weave together movement, music, mindfulness, and affirmations to keep young learners engaged and excited about speech.

 

"Every moment counts when providing literacy-based speech therapy with preschoolers," Pietras says. "We know language happens when kids are in motion."

Her approach of incorporating large-body movements with sounds, a routine mindfulness opener, and a closing movement activity reflects a growing understanding that, for young children, learning and movement go hand in hand.

One of the most significant developments in YSD's speech-language services is the expansion of the push-in model, an approach where SLPs and speech pro-techs come directly into the classroom rather than pulling students out for isolated therapy sessions.

This means students receive speech-language support within their natural learning environment, alongside their peers. Teachers, paraprofessionals, and support staff learn strategies in real time, creating opportunities for communication throughout the school day, not just during scheduled sessions.

At McClure Elementary, SLP Kathlyn Whitehurst leads "Core Word of the Week" sessions three times a week, pushing in during breakfast and academic rotations. She has seen stronger use of targeted vocabulary and increased staff confidence in modeling AAC (Augmentative and Alternative Communication) devices.

At Roosevelt Elementary, SLP Sarah James notes that push-in services have enabled teachers to learn and apply communication strategies throughout the day, leading to measurable progress for students with significant communication disorders.

At Whitney Elementary, SLP Theresa Schippers-Boler has seen an unexpected bonus: all students, not just students enrolled in speech therapy, are excited about her visits. "They ask the teacher when Ms. Schippers is coming in again," she shares; a sign that the model is reducing stigma and making speech learning a whole-class experience.

At Eisenhower and Davis High Schools, SLPs Gretchen Buegge and Marcela Ventura report a significant increase in language use, participation, and student confidence since implementing the push-in model in self-contained classrooms.

Push-in services are also underway at Adams Elementary, Nob Hill Elementary, Barge-Lincoln Elementary, Garfield Elementary, Gilbert Elementary, and McKinley Elementary, carried out by a dedicated team of SLPs and speech pro-techs working in close collaboration with classroom teachers. Expansion of the push-in model to additional schools is planned for the next school year.

Across every school and grade level, a common theme emerges: when speech-language support is embedded into the school day, students communicate more, generalize their skills more effectively, and grow in confidence.

As the district continues expanding the push-in model district-wide, the work of its dedicated SLPs reflects a clear commitment: when speech-language support meets students where they are, everyone benefits.

Interested in joining YSD's Speech-Language team? Visit ysd7.org/SLP to learn about open positions.

This story aligns with Goal 2 of our Strategic Plan: all students will develop habits and behaviors that elevate student voice, resilience, and personal ownership in a safe, caring, and supportive environment.

To learn more about our strategic plan, visit ysd7.org/strategicplan.