WVDE State Update 2011
Speech-language Pathology Services
in WV Schools
WVSHA ANNUAL CONVENTION
MARCH 31, 2011
KATHY KNIGHTON, PROGRAM COORDINATOR
OFFICE OF SPECIAL PROGRAMS
WEST VIRGINIA DEPARTMENT OF EDUCATION
KKNIGHTO@ACCESS.K12.WV.US
AGENDA
 West Virginia Department of
Education

Office of Special Programs (OSP)
 WVDE Update
 OSP Update
 WV School Data Report
 Upcoming Events
 “Hot” Topics
 Review of SLP Best Practices
Guidance Document
 Next 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
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Vision, Hearing & Deafblind
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

Frances Clark





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
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Training to administer the Autism Diagnostic Observation Schedule
(ADOS), the definitive assessment instrument for ASD
Best Practice Document
Provide professional Development to counties
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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
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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


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

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:
Services in WV Schools
Guidelines for Best Practice
KATHY KNIGHTON
OFFICE OF SPECIAL PROGRAMS
WEST VIRGINIA DEPARTMENT OF EDUCATION
KKNIGHTO@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 County
 Tondra Elkins – Mingo County
 Marsha Fink – Raleigh County
 Lisa Jackson – WVSHA / Raleigh County
 Nancy Laughlin – Marion County
 Cheryl Prichard – WVU
 Bernadette Rush – Harrison County
 Kerynn Sovic – Jackson County
 Anna Smith – Putnam County
 Janet Stone – Monongalia County
 Terri 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
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
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
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

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.
intervention.
 SLPs may be assigned school
 SLPs are not credentialed as
reading teachers but should
participate in appropriate
literacy interventions as
expertise and experience
dictates.
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 preenrollment events
 HealthCheck and Child Find Requirements

Health Check is sufficient to meet enrollment requirements



Collaborate with Health Check medical providers
Refer to county HealthCheck procedures


May suffice for Child Find purposes as indicated in Policy 2419.
WVDE Contact: Rebecca King (rjking@access.k12.wv.us)
“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

◦
◦
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
◦
◦
SLP usually responsible for obtaining consent for speech only referrals
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
 Review of student file for case
 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





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
 Existing and predicted
 Recent hearing
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






screening
Oral exam
Evaluation results
Observations
Strengths/Weaknesses
Preferred mode of
communication (oral,
sign, augmentative
communication)
Assessment results fully
explained
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
◦
◦
Written in language understandable to all
◦
◦
◦
Performance in academic/functional areas.
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


Related services; supplementary aids and services for student, or those
provided by school personnel on behalf of student;


Based on student needs to meet annual goals and progress in the general
curriculum,
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

FLEXIBLE SCHEDULING OPTIONS
 FOR ALL SERVICE DELIVERY MODELS,
IT IS ESSENTIAL THAT TIME BE MADE
AVAILABLE IN THE WEEKLY
SCHEDULE FOR COLLABORATION and
CONSULTATION WITH PARENTS,
GENERAL EDUCATORS, SPECIAL
EDUCATORS, AND OTHER SERVICE
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 IMPLEMENTATION
Special 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
RTI MODEL: Speech/language Services
NOT A MANDATED PROGRAM!
•
•
Students selected for this intervention are those with
mild articulation and language delays.
•
Students with significant speech and language issues
must be referred and evaluated immediately.
•
Students identified for Tier 1 and 2 do not have IEPs.
Targeted students not be referred for special education until Tier 3.
•
•
SLP responsible for implementing the special education process.
•
Parent 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 Speechlanguage Pathologists in Schools
THANK-YOU!!!!!
3/23/2016