215 / 216 What’s the Difference?. This training is designed to provide administrators with clear...

215 / 216What’s the Difference?

This training is designed to provide administrators with clear guidelines for the provision of speech and language services to children with disabilities. In order to provide effective instruction in the areas of speech and language, and to address a shortage of 215AA licensed Speech Pathologists, the Board of Education has given approval (2013) for licensure of 216A Speech-Language Teachers.

04/18/23 ©MDE-Bureau of District Support 2

• Why did we need two licenses for school-based clinicians?

• What is the difference between the 215AA and 216A license?

• What are the roles and responsibilities of both?

• What is my administrative responsibility?


• There is a continued, long-term shortage of master’s level Speech Language Pathologists in Mississippi.

• Each year the MDE has issued between 125 and 175 emergency and interim licenses.

• These licenses have no restrictions on the scope of practice.


• Many of these license holders do not meet the master’s level program enrollment criteria, including required GPA or GRE scores.

• The number of master’s level program slots at each Institute of Higher Learning offering this degree is also limited, and only those candidates with the highest GPA and GRE scores are accepted.


2010•Former Superintendent Tom Burnham challenged the Commission on Teacher and Administrator Education, Certification, and Licensure and Development to develop a new bachelor’s level license that would achieve the following:

– Implement a bachelor’s degree program that would provide clinical skills and practicum necessary to provide articulation services by July 2013

– Eliminate the need for 215EC licenses by July 2013


July, 2010

•The Commission approved a 5-year renewable standard license for the 216 Speech/Language Therapist effective beginning July 1, 2013.

October, 2010

•The State Board of Education (SBE) approved the new license following implementation of the Administrative Procedures Act (APA) process.

•A 216 Task Force was created to advise and make recommendations to the SBE and the MDE.


March, 2012

•216 Task Force made recommendations to the SBE for their consideration.

July, 2013

•First 216 Speech Language Therapist license was issued.


According to the SBE, to obtain a 216 license, the applicant must have:•A bachelor’s degree from an approved Speech Pathology or Communication Disorder program;•ACT score of 21 OR passing scores on the Praxis I (Core Academic Skills for Educators);•Limitations on the scope of practice to include articulation therapy only under the guidance of a 215AA SLP.


To obtain a 215 license:

•Master’s degree from accredited program

•21 ACT AND 2.75 GPA on content coursework, OR

•Passing scores on Praxis I and II.


The 215 AA license applicant may also complete an accredited master’s degree program and obtain a Certificate of Clinical Competence from the American Speech Language Hearing Association (ASHA), which includes 400 hours of supervised practicum and a clinical first year of supervision following graduation.


Points to remember:

•ASHA certification requires knowledge of ethics, research, and professional issues in addition to content training.

•ASHA certified Speech Language Pathologists have supervised experience in evaluation and treatment of a wide variety of communication disorders.


The following suggested guidelines were developed by the 216 Task Force to provide overarching guidance to public school districts in implementing the 216 license for Speech/Language Therapists.


• A bachelor’s level Speech/Language Therapist (216) will be licensed to provide articulation assessment and treatment to eligible students.

• Articulation Therapy – includes the treatment of speech sound errors, instruction in correct sound production, and the facilitation of production in sentences and conversational speech.


• Students diagnosed with more severe speech problems (phonological disorders, voice, fluency, and language disorders) must be served by a master’s-level, fully-certified Speech/Language Pathologist with a 215AA license and/or with an American Speech-Language-Hearing Association Certificate of Clinical Competence.

• The maximum caseload for the 216 Speech/Language Therapist is 60 students.


The 216 Speech/Language Therapist will work under the guidance/direction of, and in collaboration with, a master’s-level, fully-certified Speech/Language Pathologist with a 215AA license and/or with an American Speech-Language-Hearing Association Certificate of Clinical Competence.


Includes the following duties: • Participate in Child Find activities as assigned

by the district Director of Special Education and/or building principal.

• Conduct articulation assessments and develop assessment reports.

• Participate in meetings, including, but not limited to, Teacher Support Team, Multidisciplinary Evaluation Team, Individualized Education Program, etc.


Includes the following duties: • Participate in the development of IEPs and any

other related activities for scheduling and conducting the IEP meeting.

• Conduct treatment of articulation deficits following the student’s IEP (a documented treatment plan) as assigned by the district Director of Special Education.


Includes the following duties: • Communicate with parents/guardians, including,

but not limited to, procedural safeguards, assessment results, eligibility requirements, and student progress on meeting IEP goals.

• Develop therapy schedules to implement IEPs.• Document therapy information such as therapy

logs, notes, and other data.


Includes the following duties: • Collaborate with school personnel as

necessary to provide the articulation therapy services for the assigned caseload.

• Maintain confidentiality of personal student information and educational records as required by State and Federal regulations.


Includes the following duties: • Perform other duties and school-related

activities consistent with other school instructional staff as assigned by the Director of Special Education and/or building principal.


The following are not within the scope of practice for the 216 Speech/Language Therapist:

• The 216 Speech/Language Therapist may not perform duties related to the assessment, diagnosis, and treatment of more severe speech/language problems, including voice, fluency, and language disorders.

• The 216 Speech/Language Therapist may not serve as the chairperson of the eligibility determination committee.


• The 216 Speech/Language Therapist may not represent himself or herself as a master’s-level, fully-certified Speech/Language Pathologist with a 215AA license and/or with an American Speech-Language-Hearing Association Certificate of Clinical Competence.

• The 216 therapist should not sign reports and other documents as “SLP.” They may use SLT to differentiate themselves.


By utilizing a collaborative/mentoring model, public school districts will be able to maximize the skills of available licensed professionals to serve all eligible students with disabilities. The 216 licensed Speech/Language Therapist and the 215 licensed Speech/Language Pathologist will work together utilizing a collaborative model as described below.


• The 215 licensed Speech/Language Pathologist assigned to provide guidance/supervision will foster a mentoring relationship with the 216 licensed Speech/Language Therapist.

• The guidance/supervision is NOT an administrative role.


A continuum of direct observation, mentoring, collaboration, and consultation, will be implemented. The experience, training, and education of the 216 Speech/Language Therapist will determine the amount of time needed for direction under the master’s level Speech/Language Pathologist (215).


• Transition to each stage is based on the mentoring 215 Speech/Language Pathologist’s observation and judgment of the 216 Speech/Language Therapist’s clinical performance and the 216 Speech/Language Therapist’s input and confidence level.

• Likewise, if a 216 Speech/Language Therapist is having difficulty at the collaborative or consultative level, then the 215 Speech/Language Pathologist may deem it necessary to step back to the previous mentoring stage until competence is achieved.


• The 215 Speech/Language Pathologist and the 216 Speech/Language Therapist will work under the administrative supervision of the Director of Special Education.

• Caseloads and assignments should be made by the Director of Special Education, with input from the 215 SLP, if necessary.


• Ensure that school personnel understand the roles, responsibilities, and limitations of each license.

• Work with principals to encourage scheduling of appropriate caseloads.

• Secure contract master’s level personnel, if necessary, to comply with regulations.

• Guard time for mentoring to be successful!


• The experience, training, and education of the 216 Speech/Language Therapist will determine the amount of time needed for direction under the master’s level 215 Speech/Language Pathologist.

• A successful partnership will be an individualized and fluid process under the continued supervision of the Director of Special Education.


Q: What services can the 216 speech therapist provide?

A: The bachelor’s level therapist may provide articulation assessments and therapy, participate in MET meetings (not as chair), and complete reports, IEPs, and all paperwork for students on his/her caseload.


Q: How many hours of direct supervision are required by the 215 speech pathologist?

A: There is no set number of supervised hours. The amount of guidance/supervision required depends on the competence and confidence of the 216 speech therapist.


Q: I can’t find a fully licensed master’s level SLP for my district. May I hire a 216 speech therapist to work alone?

A: No. The 216 license was approved on the basis of the mentoring model of supervision. A 215 license is required to provide services to students with language, voice, and fluency disorders.


Teresa Laney, M.S.,CCC-SLP

[email protected]

April Rice, Office Director

[email protected]

Tanya Bradley, Bureau Director

[email protected]

Office of Professional Development and District Support

601-359-3498

Office of Educator Quality

601-359-3631

Regional Training 2015-2016 ©MDE - Office of District Support 35

mailto:[email protected]



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