WVDE State Update 2011 Speech-language Pathology Services in WV Schools
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Transcript of 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
EVALUATION AND REEVALUATION
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.)
EVALUATION AND REEVALUATION
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
INDIVIDUALIZED EDUCATION PROGRAM
• 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
•
INDIVIDUALIZED EDUCATION PROGRAM
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
INDIVIDUALIZED EDUCATION PROGRAM
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
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
MANAGEMENT OF SPECIAL POPULATIONS
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
MANAGEMENT OF SPECIAL POPULATIONS
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” )
MANAGEMENT OF SPECIAL POPULATIONS
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
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