WVDE State Update 2011 Speech-language Pathology Services in WV Schools

WVSHA ANNUAL CONVENTIONMARCH 31, 2011

KATHY KNIGHTON, PROGRAM COORDINATORKATHY KNIGHTON, PROGRAM COORDINATOROFFICE OF SPECIAL PROGRAMS OFFICE OF SPECIAL PROGRAMS

WEST VIRGINIA DEPARTMENT OF EDUCATIONWEST VIRGINIA DEPARTMENT OF [email protected]

WVDE State Update 2011 Speech-language Pathology Services

in WV Schools

AGENDA

West Virginia Department of Education Office of Special Programs (OSP)

WVDE Update OSP Update

WV School Data ReportUpcoming Events“Hot” TopicsReview of SLP Best Practices Guidance

DocumentNext Steps

West Virginia Department of Education

Dr. Jorea Marple, State Superintendent of Schools Dr. Jack McClanahan, Deputy Superintendent Robert Hull, Assistant State Superintendent

Division of Curriculum and Instruction Pat Homberg, Executive Director

Office of Special Programs Dr. Sandra McQuain , Assistant Director

Financial and Data Issues Phyllis Veith, Assistant Director

Literacy Initiatives Ghaski Browning, Assistant Director

Special Education - Monitoring and Compliance

Office of Special Programs (OSP) Staff

Annette Carey, Ruth Ann King Vision, Hearing & Deafblind

Frances Clark PBS, Autism, Behavior

Ginger Huffman, Preschool Mary Pat Farrell, MI, Co-teaching Lanai Jennings, Data Manager Linda Palenchar, RTI/LD Betsy Peterson, Parent

Coordinator Vicki Mohnacky, Medicaid Ellen Oderman , SIG Karen Ruddle, Transition Allen Sexton, Online IEP Valerie Wilson, Technology RTI Specialists

Complaint Managers Lorraine Elswick Kathy Hudnall

Monitors Debbie Ashwell Susan Beck Matt Dotson Anne Monterosso

WVDE/OSP UPDATES

WVDE/OSP WEBSITE: http://wvde.state.wv.us/osp OSEP Federal Monitoring Response to Intervention (RTI)

Statewide Training/Middle/High School Parent Flyer RTI SPECIALISTS

ECPBS (Early Childhood Positive Behavior Supports) Francie Clark/Ginger Huffman

On-line IEP Form -Allen Sexton Visual Phonics –Annette Carey Communication Matrix Training Alternate Identification and Reporting (AIR) Project

Demonstration and evaluation of IDEA entitlements without disability labels

WVDE/OSP UPDATES

Autism Focus WV Autism Collaborative Community of Practice

WVDE, Autism Training Center, Marshall Graduate College, WVU Develop guidance for LEA personnel serving students with Autism

Spectrum Disorder (ASD) Provide decision making guidance that incorporates current

research

Outcomes Training to administer the Autism Diagnostic Observation Schedule

(ADOS), the definitive assessment instrument for ASD Best Practice Document Provide professional Development to counties

Autism Academies (on-going) School Outreach Trainer (Autism Center) Expand web based resources

WVDE School Data Report

WV DATA ANALYSIS (2010-2011) 12/1 IDEA CHILD COUNT WV Total School Enrollment 282,130 Students with Disabilities 45,007 15.95% Preschool Special Needs 2,026 0.72% Specific Learning Disabilities 12,148 4.31% Speech/Language Impairments 14,735 5.22% (unduplicated) Autism 1,381 0 .49% Behavior Disorders 1588 0.56 Other Health Impaired 4995 1.77%

http://wveis.k12.wv.us/nclb/pub/

PERSONNEL 502.71 SLPS/ 29 Speech Assistants

NATIONAL BOARD CERTIFICTION Totals: SLPs – 307 Audiologists – 8 Scottie Ford, Office of Personnel Preparation

UPCOMING EVENTS

ASHA Conferences 2011 Schools Conference: July 8–10

National Harbor, Maryland Annual Convention: November 17–19, 2011

San Diego, California CAMP GIZMO : July 9-14, 2011

WV Schools For Deaf/Blind - Romney, WV WVDE Phonemic Awareness Project

Refresher Training August 2011

WV Technology Conference August 2-4, 2011 Morgantown Waterfront Hotel

2011 Celebrating Connections: Feb. 22-25 Charleston Civic Center

“HOT TOPICS”

Critical Personnel Shortage◦ Cost of Contracted

Services Over Identification of

SLI Students◦ Articulation

Universal PreK ◦ Expanded Preschool

Population Low Dismissal Rates Ineffective Scheduling Inconsistent Program

Implementation

Role of SLP in Literacy Initiatives

On-line IEP and Speech

Related Services on Speech-only IEPs

Increase in Autism Population

Assistive Technology◦ Funding ◦ Training

Medicaid CEUs HealthCheck

Speech-language Pathology:Speech-language Pathology: Services in WV Schools Services in WV Schools

Guidelines for Best PracticeGuidelines for Best Practice

KATHY KNIGHTONKATHY KNIGHTONOFFICE OF SPECIAL PROGRAMSOFFICE OF SPECIAL PROGRAMS

WEST VIRGINIA DEPARTMENT OF EDUCATIONWEST VIRGINIA DEPARTMENT OF [email protected]@ACCESS.K12.WV.US

PURPOSE

SLP RESOURCE◦ Clarify State/federal regulations ◦ Reflect Best Practice ◦ Improve Consistency

Assist SLPs, special education directors and school administrators:◦ Facilitate speech-language services in their schools ◦ Improve outcomes for SLI students

Special education practices and procedures for students receiving speech/language services are explained and clarified.

Reference for SLPs/administrators regarding the delivery of services to students with speech-language impairments and the role of the SLP.

SLP WORK GROUP MEMBERS

Alice Akers – Logan CountyTondra Elkins – Mingo CountyMarsha Fink – Raleigh County

Lisa Jackson – WVSHA / Raleigh CountyNancy Laughlin – Marion County

Cheryl Prichard – WVUBernadette Rush – Harrison County

Kerynn Sovic – Jackson County Anna Smith – Putnam County

Janet Stone – Monongalia CountyTerri Stark – Cabell County

CONSIDERATIONS

FORMAT◦ Summary Recommendation of Speech Forums ◦ State Guidance Documents

CONTENT◦ Reflect best practice◦ User-friendly

Comprehensive, but not overwhelming◦ WV Specific Issues

RESOURCES◦ ASHA Resources ◦ Web-based resources◦ National/state resources

TABLE OF CONTENTS

ACKNOWLEGEMENTS FOREWORD INTRODUCTION

FEDERAL/STATE REGULATIONS◦ IDEA◦ Policy 2419

ROLE OF THE SLP◦ Responsibilities Not Within the Role

WV SPECIAL EDUCATION PROCESS: SPEECH-LANGUAGE◦ Identification and Referral◦ Evaluation/Reevaluation◦ Eligibility◦ Individualized Education Program◦ Service Delivery ◦ Scheduling

TABLE OF CONTENTS………

MANAGEMENT OF SPECIAL POPULATIONS Auditory Processing Disorder (APD) Autism Childhood Apraxia Cochlear Implant Deaf/ Hard of Hearing Dysphagia English Language Learners

PROGRAM IMLEMENTATION Assistive Technology WV Early Childhood Education Literacy

Response to Intervention Medicaid Section 504

TABLE OF CONTENTS…..

PROGRAM IMPLEMENTATION• Personnel

• National Board Certification• Use of Speech Assistants

• Coordination: School Based Programs • Facilities

REFERENCES

APPENDICES• Glossary/Acronyms/Online Resources• Multi-tiered Model for Speech/Language Services• WV Policy 2419 Eligibility Criteria • Examples of Severity Rating Scales

FEDERAL/STATE REGULATIONS

Individual with Disabilities Act (IDEA)◦ Federal special education legislation ◦ Entitlement for SWD ◦ Free appropriate public education (FAPE)◦ Framework for the special education process to provide

FAPE◦ Provides federal funding to states for special education

WV State Board Policy 2419: Regulations for the Education of Students with Exceptionalities in WV State special education policy ◦ Ages 3-21 and gifted students◦ Speech-language Impaired

ROLE OF THE SLP IN SCHOOLS

GOAL: Maximize the potential of students as communicators within the educational environment.

Changing Roles/Responsibilities

Emphasize SLPs work with parents, teachers, administrators and others

ROLES/RESPONSIBLITIES: SLP

Identification of speech and/or language problems

Screening, appraisal and diagnosis

Refer for medical or other professional attention

Provisions of speech and/or language services for the prevention of communication impairments

Counseling and guidance for parents, children, and teachers regarding speech and/or language impairments.

Participate in the county Child Find system

Participate in SAT teams Administer State Assessments

Participate in eligibility, evaluation and IEP Teams

Intervention with students with communication disabilities

Caseload management (scheduling, grouping, service delivery)

Facilitate implementation of assistive technology

Documentation Participate in Faculty Senate and

other school groups Supervision of speech assistants Ongoing professional

development Maintain professional

certification Appropriate intervention in

literacy models (RTI)

RESPONSIBILITIES NOT WITHIN ROLE OF SLP

Substitute teaching in the general /special education classroom.

Teaching English to ESL/ELL students.

Primary provider in reading intervention.

SLPs are not credentialed as reading teachers but should participate in appropriate literacy interventions as expertise and experience dictates.

Primary provider for students with selective mutism (does not preclude collaborative efforts).

Provide speech therapy for students who are homeschooled unless determined by school district.

SLPs may be assigned school duties/responsibilities as needed duties should not conflict

with IEP implementation or professional responsibilities. .

WV SPECIAL EDUCATION PROCESS

Outlines the special education process and requirements in West Virginia

Focus on the provision of services to students with speech-language disorders

Specific implementation practices may differ in county school districts

IDENTIFICATION: SCREENING

CHILD FIND Locate, identify , evaluate SWD ages 3-21 Coordinate w/ WV Birth to Three Programs for children ages birth

to three years

SCREENING (Policy 2419 / WV State Code §18-5-17 ) Annual screenings: vision, hearing, speech and language Students entering preschool/kindergarten/WV public/private

schools Developmental screening upon request of a parent or guardian

30 days of the written request Children identified through the screening referred for further

evaluation.

PUBLIC NOTICE REQUIREMENT 10 days prior to initiation of screening, provide public notice of the

screening include purpose, types and dates of screenings and the means

for parents to request their child not participate.

IDENTIFICATION AND REFERRAL

Follow up / Re-screening : Responsibilities of SLP Refer for evaluation, if appropriate Refer to SAT, inform parents, refer to an outside agency Results documented/recorded in a consistent manner

WVEIS procedures (New Screen on WVEIS) “At risk” rescreened as appropriate and results documented Staff development for teachers : speech-language referrals

Teacher friendly materials including , developmental norms, etc.

Hearing Screening Conducted by Audiologists, SLPs, school nurses, other qualified

personnel Audiologists meet periodically with the personnel

Ensure reliable/valid screening techniques are used Audiometers appropriately calibrated.

IDENTIFICATION: HealthCheck Initiative

WV HealthCheck (Kids First) Initiative Medical home for children in WV Includes: height, weight, hearing, vision, speech, language, growth and

development Most children receive wellness exam free of charge Parents/guardians bring the Health Check form to public schools for pre-

enrollment events

HealthCheck and Child Find Requirements Health Check is sufficient to meet enrollment requirements

May suffice for Child Find purposes as indicated in Policy 2419. Collaborate with Health Check medical providers Refer to county HealthCheck procedures

WVDE Contact: Rebecca King ([email protected]) “Tools for Schools” HealthCheck Memo

http://wvde.state.wv.us/osp/speechlanguage.html

IDENTIFICATION AND REFERRAL

Student Assistance Team (SAT)◦ Membership: at least 3 persons

◦ school administrator, current teacher other appropriate professional staff

◦ Student referral by teacher/other ◦ Students identified during screening

do not require SAT referred for evaluation by the SLP according to county procedures

Private/Religious Schools◦ School District: Locate, identify , evaluate students suspected of needing

special education enrolled in county private schools. ◦ provision of special education /related services determined in collaboration with the

private/religious school

◦ SERVICE PLAN - rather than IEP

Parent and Other Interested Persons or Agencies ◦ School-aged students:

◦ county must receive and process written referrals in accordance with SAT process

◦ Preschool, home-schooled , private school referrals◦ processed directly by special education director or designee.

EVALUATION AND REEVALUATION

Evaluation Team Responsible for making decisions regarding a multidisciplinary evaluation

and assessments

Evaluation Procedures and Instruments◦ Parent required participant ◦ Conduct with or without holding a meeting.

If requested by the parent, a meeting will be held. ◦ Variety of assessment tools /strategies ◦ No single measure or evaluation used as sole criterion ◦ Technically sound instruments

Assessments and other evaluation materials must be◦ Not discriminatory on a racial or cultural basis◦ Provided and administered in student’s native language

◦ document attempts to provide a qualified examiner◦ Used for purposes for which they are valid and reliable◦ Administered according to instructions ◦ Comprehensive enough to identify all special ed needs


Selection and administration of tests for students w/ impaired sensory, manual or speaking skills should be selected accordingly.◦ Accurately reflect student’s abilities◦ Include accommodations, such as assistive technology, etc.

Consent◦ Written parental consent within 5 school days ◦ School/county designates person responsible for documentation

/process SLP usually responsible for obtaining consent for speech only referrals

◦ Evaluation conducted - EC convened within 80 days ◦ Timeline does not apply when

◦ (1) parent fails/refuses to produce student for evaluation ◦ (2) student enrolls in another district prior to EC

◦ Parent fails to respond within 10 school days of the initial request◦ Mail or hand-deliver a second notice.

◦ Parent fails to respond –document reasonable measures ◦ Parent refuses consent – may use mediation or due process

(Unless student is in a parental private placement or home schooled.)


Reevaluation Within 3 years of the date of the last EC

More frequently if requested by the parent/educator Existing data reviewed including

Current IEP, therapy logs, evaluations, information provided by the parent; assessments/observations

May be conducted without holding a meeting - complete Reevaluation Determination Form

Prior Written Notice (PWN) Written notice informing parent of district’s proposal /refusal to initiate/change

student’s identification, evaluation, educational placement or provision of FAPE Provided within 5 days prior to implementing the proposed action …… unless

related to a disciplinary removal which must be on provided on the same day. PWN is provided for: – initial evaluation, reevaluation, initial placement – notification of eligibility, IEP amendment,– annual IEP revision, age of majority, suspension/expulsion, – results of revocation of consent.

SPEECH/LANGUAGE ASSESSMENT

Conducting a Comprehensive Assessment Assessment: process of data collection and gathering evidence Evaluation: brings meaning to data through interpretation and analysis

Balanced: Use of standardized and nonstandard assessment measures

Student-centered, functional, descriptive, How current speech/language skills adversely affect the student’s educational

performance.

Use and Selection: Norm-Referenced Tests Multiple norm-referenced tests only as accurate as the results of the

least accurate test selected Use of a single, well-validated, reliable measure, normed on a population

comparable to that of the target student more effective

Assessment Adaptations Disability/other issues may interfere with test administration protocol

Adaptations such as enlarging the text or pictures, IntelliKeys, sign language Any deviation from the standard administration must be reported in the

evaluation report.

ASSESSMENT MEASURES

Norm-referenced tests Criterion-referenced

measures, Curriculum-based

assessment (including developmental scales),

Dynamic assessment, Parent, student, teacher

interviews and checklists Observations of the child in

the educational environment

Case History

Review of student file for case information

Written language samples, Oral language samples Ratings of intelligibility of

speech. Observation in several

settings for students for whom there are fluency or pragmatic concerns

Oral-motor evaluation

ASSESSMENT RESULTS

Assessment Adaptations Report should reflect that standard scores, percentiles, etc. could not

be used and the test was administered for informational purposes. Any variation from the test directions is a non-standardized

administration Must be clearly stated in the evaluation report

Reports from other professionals◦ Audiological Reports◦ OT/PT

Interpretation of Assessment Components◦ Interpret data to create a picture of a student’s speech-language

skills ◦ Do not rely on any one piece of information or assessment source.

◦ Identification of strengths and weaknesses

SPEECH-LANGUAGE REPORT

History Recent hearing

screening Oral exam Evaluation results Observations Strengths/Weaknesses Preferred mode of

communication (oral, sign, augmentative communication)

Assessment results fully explained

Existing and predicted impact of speech-language impairment on the child’s ability to access and progress in the general education curriculum

Child’s emerging abilities may serve as prognostic indicators in determining his/her potential for improvements

Recommendations

ELIGIBILITY

EC within 80 days of receipt of consent Membership: parent, administrator or designee, teacher and

appropriate personnel with expertise in the areas evaluated. SLP must be included when speech-language evaluations

have been conducted

For a speech-only EC meeting, the SLP may act as the administrator designee and the special educator.

IDEA: Students progress in the general curriculum. EC determines “child with a disability” - not due to lack of

instruction or limited English proficiency Information from a variety of sources

ELIGIBILITY

Determine adverse impact on educational performance ◦ Disabilities that do not adversely impact the child’s

educational performance do not qualify the child for services under IDEA.

Speech- language pathology services may be considered as special education or a related service

When more than one exceptionality is present EC determines primary exceptionality based on adverse impact and

progress in the general curriculum

Policy 2419 outlines the specific categorical requirements and criteria for eligibility considerations in WV

ELIGIBILITY

Three-Prong Test of Eligibility Meets State Eligibility Requirements: (Refer to Policy 2419) Experiences Adverse Effect on Educational Performance

Based on presence of a disability resulting in need for special education and related services, not on the possible benefit from speech-language services.

Document adverse educational impact Needs Special Education: Specially designed instruction is

required to meet needs of the student

If EC determines that the child is not eligible… Information relevant to instruction provided to the child’s

teacher or appropriate committee.

ELIGIBILITY CONSIDERATIONS

Determination of Adverse Impact Consideration must be given to the academic, vocational,

and social-emotional aspects of the speech-language disability.

Preschool Criteria Considerations Case history Assessment in various environments. Hearing screening for preschoolers is critical due to the high

incidence of fluctuating or permanent hearing loss. Consistent nondevelopmental phonemic errors or phonological

processes Unintelligibility to significant members of the child’s home and/or

school environment. Articulation or phonological processes/patterns that cause

significant concerns to the child, which may limit social, emotional, or academic functioning.(ASHA)

ELIGIBILITY CONSIDERATIONS

Students with Significant Disabilities◦ Based on individual needs !!◦ Verbal communication not an effective means of communication,

◦ Need for an alternative means of communication must be considered ◦ Functional communication

Cognitive Referencing ◦ Comparison of IQ scores/language scores to determine eligibility◦ Inconsistent with IDEA’s requirement to determine services based on

individual needs (ASHA, 2000).

Speech-Language Severity Rating Scales (SRS)◦ Tools for describing the severity of a speech-language impairment,

communicating with eligibility and IEP team members, and providing consistency (refer to Appendix).

Professional Judgment

INDIVIDUALIZED EDUCATION PROGRAM

Special education/related services necessary to meet the unique educational needs of student◦ Required membership in Policy 2419 – within 30 days ◦ SLP on team for any child with a speech-language impairment ◦ Special considerations: Policy 2419

Present Level of Performance (PLEP)◦ Foundation for IEP - Identifies strengths and weaknesses. ◦ Describes how student’s speech-language impairment affects

involvement/progress in the general curriculum ◦ Performance in academic/functional areas.

◦ Written in language understandable to all ◦ Test scores self-explanatory or an explanation included.

◦ Sources of information: formal tests, informal tests, observations, anecdotal reports, curriculum-based assessments, interviews, and checklists

◦ Preschool students: ◦ Include how speech-language impairment affects participation in

appropriate activities


• Annual Goals– Measurable goals developed from PLEPS – Designed to meet speech-language needs and enable progress in

general curriculum (or in age appropriate activities for preschool children). • What do we want the child to be able to do in a year?

– Include timeframe, condition, behavior and the evaluation procedure with performance criteria.

– WV Alternate Performance Task Assessment (APTA)• Each goal must have at least two benchmarks/objectives

• Access to General Curriculum – SLP must have a understanding of the WV CSOs

• identify effect of any speech-language disorder on student’s academic performance,

• become familiar with the grade-level curricula developed • integrate their services with the general education curriculum.

– Instructional materials used by the student provide the best source of materials for school-based SLPs

•


Transition Considered for all students including students who have a speech-

language impairment. (age 16) IEP Team discuss the child’s goals and how he/she will prepare for

adult life.

Services Completed after goals written

Based on student needs to meet annual goals and progress in the general curriculum,

Related services; supplementary aids and services for student, or those provided by school personnel on behalf of student; Program modifications in instruction and assessment.

Beginning and ending dates, frequency, location, and duration of services; extent of participation in general education


State Assessment Completed for all children enrolled in a grade level requiring an

assessment Accommodations same as those used in instruction and assessment

during the year

Reporting Progress Follow local procedures and timelines for reporting progress. Progress must be reported for each annual goal as indicated in the

student’s IEP.

IEP Reviewed Annually

ONLINE IEP Purpose: guide instruction and increase the capacity of special

/general educators to provide more effective instruction for students with disabilities.

Decision making process aligned to the WV CSOs.

DISMISSAL

Responsibility of the eligibility committee (Policy 2419) Unless Speech is related service – then IEP

Considerations for Dismissal: Student met IEP goals. Parent submits written request to exit student from service.

Within 5 days – provide PWN to parent and cease services. Intervention no longer results in measurable benefits, Student unwilling or unmotivated to participate in therapy. Extenuating circumstances such as medical, dental, social, etc. Disorder no longer has an adverse affect on educational

performance. No longer needs special education or related services to

participate in the general curriculum.

DISMISSAL

EC team reviews existing data collected from a variety of methods ◦ Performance data collected during sessions◦ Formal/informal assessments ◦ Teacher observation/reports ◦ Parental reports of performance outside the school

environment ◦ Student self-reporting

Parent does not agree with the recommendation for dismissal given PWN – services cease.

DOCUMENTATION!!

CASELOAD

Caseload size not mandated by federal regulations Determined by state WV maximum caseload of 50 students for SLPs Includes all students eligible for special education/related services

(duplicated and unduplicated).

Caseload maximum should be lower for part-time personnel or persons assigned other responsibilities in proportion to the amount of time spent as a service provider such as: SLPs supervising speech assistants Lead SLPs who have administrative responsibilities SLPs assigned preschool or severe populations that require

additional time for technology and classroom consultation SLPs responsible for phonological awareness intervention

CASELOAD

Travel time MUST be considered when caseloads and extra duty assignments are determined. (refer to Policy 2419, chapter 6, section 4-B.)

Waivers to maximum limits may be requested in writing May require on-site visit, will be considered on a case-by-

case basis and remain valid for the current school year only

Waivers should only be considered in the most extreme situations when other options are not available and will not be issued without documented justification.

SERVICE DELIVERY

Effective service delivery is dynamic and changes with the needs of the students. Services provided directly to the student or indirectly through consultation IEP team makes decision about the type and amount of direct and indirect

services Decisions based upon PLEPS progress made in services received to date,

assessment results, IEP goals, and any objectives/benchmarks. Collaboration with parents, general educators, special educators, and other

service providers.

Direct Services Pull-Out Therapy Integrated Therapy

Individualized service in a less restrictive setting – student not removed from classroom

SLP has exposure to classroom communication including: levels of adult and child communication ,daily routines, language of the curriculum, vocabulary demands, and the student’s coping strategies.

General/special education teacher and SLP jointly plan, teach, and assess progress within the classroom setting.

SERVICE DELIVERY

Indirect Services or Consultative Provided when IEP specifies support for school personnel on behalf

of the student Providing information/demonstrating effective instructional and

facilitation procedures Analyze, adapt, modify, and create instructional materials /assistive

technology for targeted students Monitor the student’s progress Consultative services may be provided to family members

Community-Based Instruction Facilitates the development of skills that are required for success in

life. Opportunities to practice daily living /work skills in a community

setting SLP may participate in generalization of skills or provide

consultation to teachers

SERVICE DELIVERY

PRESCHOOL STUDENTS Consider student’s preschool environment

Extent communication needs will be met Prior to “pulling-out” preschool students , collaborate with the

PreK teacher regarding the most appropriate intervention Strong language based interventions in the class implemented daily

provide an opportunity for students with delayed language skills to acquire these skills

SLP and teacher observe and monitor the student’s progress to determine if a referral for more intense intervention is needed.

Homebound Students Follow County Procedures

Home Schooled Students Follow County Procedures

STUDENTS with SIGNIFICANT DISABILITIES

Should be based on individual needs of students Functional Communication IN the Educational

Environment

Expected communication outcomes Increased access to learning and greater independence

and participation in home, school, work, and community.

Intervention Include assistive technology, environmental modifications

and instruction of communication partners. Limited use of “Pull-Out” Model for service delivery

Interdisciplinary team should offer services and supports Parent Consultation

SCHEDULING

Flexible approach to service delivery Minutes of therapy reflected per month, rather than per

week Provision of intense services early in the year, with the

amount of time reduced later in the year Scheduling students on a monthly basis SLPs must always provide the total amount of service written

on the IEP Use of a range is not considered acceptable

Service provider and the parents may view the expected time requirements differently.

SLPs and their administrators of special education should work together to discuss new scheduling formats prior to implementation.

Make-up Therapy OSEP Letter

FLEXIBLE SCHEDULING OPTIONS

FOR ALL SERVICE DELIVERY FOR ALL SERVICE DELIVERY MODELS, IT IS ESSENTIAL THAT MODELS, IT IS ESSENTIAL THAT

TIME BE MADE AVAILABLE IN THE TIME BE MADE AVAILABLE IN THE WEEKLY SCHEDULE FOR WEEKLY SCHEDULE FOR

COLLABORATION and COLLABORATION and CONSULTATION WITH PARENTS, CONSULTATION WITH PARENTS, GENERAL EDUCATORS, SPECIAL GENERAL EDUCATORS, SPECIAL

EDUCATORS, AND OTHER SERVICE EDUCATORS, AND OTHER SERVICE PROVIDERS.PROVIDERS.

MANAGEMENT OF SPECIAL POPULATIONS

Auditory Processing Disorder (APD) Assessment conducted by a team: audiologist, SLP, classroom teacher and others Services on an individual basis and the educational significance of the APD

Processing speech in a noisy background; Attention and distractibility problems;

Slow, delayed responses to verbal stimuli; Auditory Memory Behavior; Language delays

SLP liaison among the teacher, audiologist, parent and others in determining and implementing the most appropriate intervention plan within the school setting.

APD is NOT a disability category under IDEA.

Autism: Role of SLP Team member working with students diagnosed with autism. Specialized instruction may be direct, indirect or a combination of these based

upon the communication needs of the identified student. SLP functions as liaison among the teacher(s), classroom support

personnel, parent, and others in determining and implementing the most appropriate communication system within the school setting


Childhood Apraxia of Speech (CAS) : Motor speech disorder. Assessment/diagnosis of CAS is often very difficult Therapy

Intensive, individual, and frequent therapy is more successful Focus on improving the planning, sequencing, and coordination of muscle

movements Sign language or an augmentative and alternative communication

system.

Cochlear Implant: Role of SLP Evaluate child's spoken or signed communication abilities Make recommendations for intervention. Speech therapy approaches include: auditory/oral, auditory/verbal, cued

speech and total communication Determine appropriate strategy is a decision that must be made by

professionals in collaboration with the family and supported by the child's school and home environments


Deaf/Hard of Hearing: Role of the SLP Collaborates with teacher of the deaf and others to optimize each child's potential Work with the audiologist/teacher of the deaf to ensure settings are appropriate for

the child’s hearing and be proficient in trouble-shooting simple problems School-based person who works with FM auditory trainers or other sensory devices. If the SLP is not fluent in sign language when working with a student who uses

manual communication, the use of an interpreter will be needed

Dysphagia IDEA/Section 504 mandate services for health-related disorders that affect the ability

of the student to access educational programs and participate fully. Team approach in treatment of students : SLP, OT, PT, School Nurse, Child’s Teacher,

Child nutrition representative, Cafeteria manager ,Parent, Building administrator SLPs must have the appropriate skills needed to provide feeding/swallowing services

Lack in experience and expertise may result in harm to the student. It may be necessary for the school district to contract with a person outside of the school district

that has the expertise to work with the student and/or provide training for the SLP

(see ASHA document” Guidelines for Speech-language Pathologists Providing Feeding and Swallowing services in the schools” )


ELL (English Language Learners) Students SLPs should not provide direct instruction in ESL Collaborate with ESL instructors to identify students

with disabilities Challenge for SLPs: Distinguishing communication

differences related to linguistic or cultural factors from communication disorders.

PROGRAM IMPLEMENTATIONSpecial Topics

• Assistive Technology (Definitions in Glossary) Meet educational needs of children w/ communication disorders Considered for all students going through the special education

process SLP Role: Facilitating access to assistive technology

• IEP Team Responsibilities Determine if an AT necessary for student to meet educational

needs/receive FAPE Required as part of special education, related services, or

supplementary aids and Describe full extent of devices and services(s) as well as the

amount of such services(s) Not conditional on lack of funding. IEP should describe the required features of the device needed

to meet the student’s needs rather that specific name of a device

Home use

WV EARLY CHILDHOOD SYSTEM

WV BIRTH TO THREE PROGRAM Serves Children with Disabilities Birth to Three Responsible for Contacting LEA Developing Transition Plan

Universal PreK WV State Board of Education Policy 2525 PreK system in WV for all four year olds and 3 year olds with IEPs Full implementation by all school districts is required by 2012

SLPs: Universal PreK Identified PreK students may be served in Universal PreK

classrooms. PreK students with an IEP must be entered into the data system

including students that receive speech therapy SLP enters data on SPEECH ONLY students who are not in WV-Pre-k

classrooms

LITERACY: Role of the SLP

Spoken language provides foundation for reading/writing ◦ Children with CD often exhibit academic problems◦ SLPs have specialized knowledge /experience to build critical language/literacy

skills. ◦ Relationship between early spoken language/early pre-literacy abilities ◦ Address difficulties involving phonological awareness memory and retrieval;◦ Teach children to use tactile--kinesthetic and auditory cues in reading and

writing◦ Analyze language demands of textbooks, academic talk and curriculum

Serve on school teams addressing strategies to enhance literacy ◦ Provide direct services to children with oral language disabilities◦ Collaboration with other educators SLP's contribute in the areas of:

Prevention Identifying At-Risk Children Assessing Providing Intervention Documenting Outcomes Program Development Advocating for Effective Literacy Practices

(ASHA’s Literacy Gateway)

RESPONSE TO INTERVENTION

Process of academic support for ALL students through tiered instruction, progress monitoring, and appropriate intervention◦ Process to gather data prior to determining eligibility for SLD

Role of SLP in RTI : Participant in the literacy efforts of a community.

◦ ASHA: Supports the role of SLPs through policies on literacy, workload, and expanded roles and responsibilities.

◦ Not as primary instructor but resource for schools /interventionist when appropriate.

◦ Provide documentation to the EC for SLD students receiving speech/language services.

WVDE Phonological Awareness Project◦

Increase student achievement by emphasizing the importance of phonemic awareness as an early teachable reading skill.

◦ Focus on early literacy skills at the first grade and kindergarten levels

◦ SLPs implement IPAP (Tier 2 Intervention)

SPECIAL TOPICS……….

Medicaid State-federal program provides funding to counties based on low-income and

students with disabilities SLPs are eligible for certification as individual Medicaid providers

Contact county boards of education or RESAs to obtain information regarding provider status

Section 504 (Rehabilitation Act of 1973) Protects the rights of individuals with disabilities in programs and activities,

including schools, that receive federal funds Not part of IDEA - no additional funding General education mandate, but often confused with special education Each school district has procedures for maintaining compliance under Section

504 and developing 504 plans for students SLPs should follow their school district’s procedure A Section 504 coordinator has been identified in all school systems, and

should be contacted for questions or information

IMPLEMENTING SCHOOL PROGRAM

Personnel (Professional Support Staff) SLP Qualifications

Recruitment/Retention of Personnel Advertise

WVDE Job Bank/ASHA Journals/WVSHA website Offer Incentives

Salary Supplements Pay Expenses to National/State Conferences Moving Expenses (Brochure)

National Board Certification WV recognizes professional certification SLPs must apply for the salary supplement through the WVDE, Office

of Personnel Preparation

IMPLEMENTING SCHOOL PROGRAMS

Use of Speech Assistants Supervised by certified SLP Authorization for 1 year from the WVDE/ Bachelor’s degree in speech

pathology or communication disorders Not eligible to be Medicaid providers. Refer to “Guidelines for Speech Assistants” document for additional

information

Contracted Services WV State Board Policy 5202 addressed the credentials of contracted

employees

Telepractice (Telespeech or Teletherapy) Innovative approach: Uses real-time, two-way interactive

teleconferencing to deliver speech therapy services in rural settings. WVDE has collaborated with LinguaCare Associates, Inc

COORDINATION: SCHOOL BASED PROGRAMS

Lack of consistency across counties Program coordination suggestions:

Lead Therapist: To facilitate communication among county SLPs Planning time and Communication Identify a county-wide battery of tests to be used for assessments Consistent forms to maintain log of therapy sessions, document

student progress, speech report, etc. Develop county-wide guidelines to outline county specific procedures

for the delivery of speech/language services (screening procedures, materials, test instruments, etc )

Facilities: Resources WVDE Policy/ ASHA Guidelines

REFERENCES/APPENDICES

A. GLOSSARY B. ACRONYMS C. ONLINE RESOURCES

Assistive Technology Cochlear Implant Literacy Program Implementation Students with Significant Disabilities WV Birth to Three Program WVDE Resources

D. SPEECH THERAPY INTERVENTION: A Multi-tiered Model of Service Delivery

E. WV POLICY 2419: SPEECH-LANGUAGE CRITERIA F. EXAMPLES OF SEVERITY RATING SCALES

Adapted from Maine Department of Education

MULTI-TIERED MODEL FOR SPEECH-LANGUAGE SERVICES

RTI model: Students with speech-language impairments National attention; Growing caseloads, increased paperwork and low dismissal

rates, New approach to providing effective, efficient services

Traditional approaches often result in students enrolled in programs for long periods of time without making significant progress

Significant time and burdensome paperwork to navigate the special education system for a young child with a mild speech disorder that may correct without intervention.

SLPs provide intervention within the general education environment with the educator, parent and the student prior to referral for special education Observe the speech and language skills to determine if a

disorder is present that requires referral for special education

““Step-Up” to Speech Step-Up” to Speech

RTI MODEL: Speech/language Services

• NOT A MANDATED PROGRAM!NOT A MANDATED PROGRAM!

• Students selected for this intervention are those with Students selected for this intervention are those with mild articulation and language mild articulation and language delays.delays.

• Students with significant speech and language issues Students with significant speech and language issues must be referred and evaluated immediately. must be referred and evaluated immediately.

• Students identified for Tier 1 and 2 do not have IEPs.Students identified for Tier 1 and 2 do not have IEPs.

• Targeted students not be referred for special education until Tier Targeted students not be referred for special education until Tier 3.3.

• SLP responsible for implementing the special education process.SLP responsible for implementing the special education process.

• Parent Involvement IS KEYParent Involvement IS KEY!!! !!!

NEXT STEPS

Disseminate Guidelines WVSHA

Available on Website: http://wvde.state.wv.us/osp/speechbestpractices.html

RESA Workshops Special Ed Directors/ SLP

SPECIAL EDUCATION LEADERSHIP CONFERENCE April 11-13, 2011

AIR PROJECT “Step-up” to Speech

Post Power Point on Web Site Resources

RTI in Action ASHA: Roles and Responsibilities of Speech-

language Pathologists in Schools

THANK-YOU!!!!!

04/21/23

WVDE State Update 2011 Speech-language Pathology Services in WV Schools

Documents

Transcript of WVDE State Update 2011 Speech-language Pathology Services in WV Schools