WVDE State Update 2012 Speech-language Pathology Services in WV Schools

WVDE State Update 2012 Speech-language Pathology Services in WV Schools WVSHA ANNUAL Convention March 28, 2012 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) • Updates • WV School Data Report • Upcoming Events • “Hot” Topics • SLP Best Practices Guidance Document training/revisions • Support for Personalized Learning (SPL) • National Personnel Center TA Project • Background • Results of Task Force and Summit • State Action Plan • Western Kentucky University Program • Questions

West Virginia Department of Education • Jorea Marple, State Superintendent of Schools • Chuck Heinlein, Deputy Superintendent • Robert Hull, Assistant State Superintendent • Division of Curriculum and Instruction • Pat Homberg, Executive Director • Office of Special Programs • Sandra McQuain , Assistant Director • Financial and Data Issues • Christine Chambers , Assistant Director • Special Education Programming • 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 • Betsy Peterson, Parent Coordinator • Vicki Mohnacky, Medicaid • Ellen Oderman , SPL • Karen Ruddle, Transition • Allen Sexton, Online IEP • Valerie Wilson, Technology • Complaint Managers • Lorraine Elswick • Kathy Hudnall • Monitors • Debbie Ashwell • Susan Beck • Matt Dotson • Anne Monterosso

WVDE School Data Report • WV DATA ANALYSIS (2011-2012) 12/1 IDEA CHILD COUNT • WV Total School Enrollment 282,091 • Students with Disabilities 44,259 15.69% • Preschool Special Needs 1986 0.70% • Specific Learning Disabilities 11,754 4.17% • Speech/Language Impairments 14,312 5.07% (unduplicated) • Autism 1493 0 .53% • Behavior Disorders 1543 0.55 • Other Health Impaired 5245 1.86% • http://wveis.k12.wv.us/nclb/pub/ • PERSONNEL • 489 SLPS/ 26 Speech Assistants • NATIONAL BOARD CERTIFICTION • Totals: SLPs – 336 Audiologists – 8 • Scottie Ford, Office of Personnel Preparation

WVDE UPDATES • Common Core State Standards Adopted by WV • Adopted by most states • Respects unique nature of every state • Acknowledging a shared national commitment to high classroom standards for all students in kindergarten through high school. • WV Next Generation Content Standards and Objectives • http://wvde.state.wv.us/next-generation/ • Essential Elements – Alternate Achievement standards Designed to focus on fewer concepts while stressing deeper learning and understanding • Fall 2011: Kindergarten • Fall 2012: First Grade • Fall 2013: Second Grade • Fall 2014: Grades 3-12 • PD: Teacher Leadership Institutes – July 2012

West Virginia Pre-K Child Assessment System • National Institute for Early Education Research (NIEER) • Early Learning Scale, a systematic assessment for preschool children • Used to assess progress and inform teaching toward high quality early learning standards. • Focus on children's development over time, • Measures student data collected through observation and work samples. • WV Pre-K programs utilize the Early Learning Scale • Educators collect and analyze evidence of children's development on a regular basis. • Reporting • Log in to the WVEIS-based platform three times per year to input Early Learning Scale data. • Yearly reporting dates: October 1 – 31, 2011 February 1-28, 2012 May 1-31, 2012 • http://wveis.k12.wv.us/teach21/prek/ • Monica Harless mdharless@access.k12.wv.us or Ginger Huffman vhuffman@access.k12.wv.us • SLP responsibility • Reporting speech-only PK students – child outcome forms on platform • Contact county PK coordinator

WVDE/OSP UPDATES • WVDE/OSP WEBSITE: http://wvde.state.wv.us/osp • On-line IEP Form • Allen Sexton asexton@access.k12.wv.us/ Valerie Wilson vwilson@access.k12.wv.us • Help Line • Visual Phonics Workshop –Annette Carey • April 12 – 13, 2012 – Bridgeport, WV • Interpreter Guidelines Document • Summer Academies • Literacy Academy /Math Academy • Assistive Technology Supplemental Funding Grant • AIM (Accessible Instructional Materials) Guidance Document • IDEA requires core instructional materials be provided in specialized formats for students with print disabilities • http://wvde.state.wv.us/osp/NIMASwebsite.pdf • T1 Project (Valerie Wilson vwilson@access.k12.wv.us) • Identify technology for the 1% Population • Develop trainers for sustainable support in regional areas • Professional development in instruction for the 1% population using the Extended Standards for teaching and learning

WVDE/OSP UPDATES • Update: WV Autism Collaborative Community of Practice • WVDE, Autism Training Center, Marshall Graduate College, WVU • JoDonna Burdoff – Autism Specialist • Guidance Document Completed • Betsy Peterson (bpeterso@access.k12.wv.us) • Autism Academies (summer) • June 2012 • Training to administer the Autism Diagnostic Observation Schedule (ADOS), the definitive assessment instrument for ASD • SLPs • June 19-20 • Charleston, WV

Speech-language Pathology: Services in WV Schools Guidelines for Best Practice • Trainings • WVSHA • RESA s • County • Special Education Administrators • Revisions • Uninterrupted Reading Block • WVEIS: Reporting screening results • RTI – Support for Personalized Learning (SPL) • http://wvde.state.wv.us/osp/speechbestpractices.html • Contact me for additional copies

UPCOMING EVENTS • ASHA Conferences • 2012 Schools Conference: Friday, July 27–Sunday, July 29 Milwaukee, Wisconsin • Annual Convention: November 15–17, 2012 Atlanta, Georgia • CAMP GIZMO : July 14-18, 2012 • WV Schools For Deaf/Blind - Romney, WV • Applications on website (April 30, 2012) • http://wvde.state.wv.us/osp/campgizmo.html • WVDE Phonemic Awareness Project • Refresher Training • August 2012 • 2013 Celebrating Connections: Feb. 19-22, 2013 • Charleston Civic Center

“HOT TOPICS” • Critical Personnel Shortage • Over Identification of SLI Students • Universal PreK • Schedule matching IEP • Inconsistent Program Implementation • Facilities • Attendance (referrals) • Preschool Eligibility • Selective Mutism • Role of SLP in Literacy Initiatives • On-line IEP • Related Services on Speech-only IEPs • Increase in Autism Population • Assistive Technology • Funding /Training • Medicaid (Vicky Mohnacky) • HealthCheck

Support for Personalized Learning (SPL) • Statewide Initiative • Incorporates (RTI) and designed around a multi-level framework • System of Support • Meet the needs of ALL students - those exceeding state approved grade level standards to those not meeting grade-level standards. • Framework • Flexible use of resources to provide relevant academic, social/emotional and /or behavioral support to enhance learning for all students. • Supports collaborative decision making as a process for meeting individual needs • Provides full configuration of support: CORE, TARGETED, INTENSIVE and SPECIAL EDUCAITON.

What Does SPL Look Like? • Framed around 3 levels of instructional intensity • CORE INSTRUCTION • TARGETED INSTRUCTION • INTENSIVE INSTRUCTION • Formerly known as Tier 1, Tier 2, Tier 3 • Renamed to more accurately describe the intent of the services provided to students and to unify the multiple programs and efforts being merged into SPL • Identifies both Academic and Behavior Support

What Does SPL Look Like? • Framed around 8 variables that impact student achievement and all of which are within our control • Students: the WHO of SPL • Instruction: the WHAT of SPL • Location: the WHERE of SPL • Assessment: the WHY of SPL • Time: the WHEN of SPL • Personnel: the BY WHOM of SPL • Group Size: the HOW of SPL • Documentation: the NOW WHAT of SPL • These 8 things within our scope of control must be maximized to meet the needs of individual students and personalize learning for all.

SPL/SLD Determination • Duration of Intervention • Varies based upon student need and their response to instruction in Targeted and Intensive Instruction • Rule out Instructional Causalities • Intensity and Frequency of Intervention • Varies based upon student need and their response to instruction in Targeted and Intensive Instruction • More flexibility and use of existing programs • Frequency of Progress Monitoring • Required versus Recommended • Referral to Special Education • In order to be eligible for SLD or BD “data-based documentation of progress monitoring given at reasonable intervals, reflecting formal assessment of student progress during instruction must be used “.

SPL RESOURCES • http://wvde.state.wv.us/spl/ • WVDE SPL Website available in April • Documents • Guidance for SPL • Guidance for determining SLD • Webinars will be available • RESA Staff trained • FAQ Available • Trainings at special education and Title 1 directors meetings

“SLP” and “SPL” • Role of SLP: 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

“SLP” and “SPL” • 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

Communication Disorders and SPL • Communication Disorders (CD) • Students with significant speech-language impairments that cannot be corrected through a short-term intervention with the speech-language pathologist or via consultation from the speech-language pathologist with the parent or classroom teacher can move to special education evaluation without additional delay. • To make this decision, it is necessary for the speech language pathologist to have observed the student and to have concurred with this decision. • Students with mild articulation and/or language concerns should be referred to Targeted and/or INTENSIVE instruction before consideration of special education eligibility.

MULTI-TIERED MODEL FOR SPEECH-LANGUAGE SERVICES • Intervention for 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 • 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 referred for special education until Tier 3. • SLP responsible for implementing the special education process. • Parent and Teacher Involvement are KEY!!! • (KANAWHA COUNTY PILOT PROJECT)

Challenges and Solutions to Recruiting and Retaining Speech Language Pathologistsin West Virginia The wv “pic” recruitment/retention project

SLP Shortages in Schools • Chronic Shortage of SLPs • Results in….. • Increased paperwork • Increased caseload • Decreased opportunity for individual services • Decreased quality of service • Decreased job satisfaction • Some students receiving partial or no service • Less opportunity for networking and collaboration • School Recruitment/Retention Efforts not meeting need!! • Not competitive with private industry

WV COUNTIES: SLP Shortages yellow : no shortage/gray: shortage

WEST VIRGINIA SCHOOLS Data Review • WV Total School Enrollment …………………. 282,091 • WV Students w/ Disabilities ………………...... 44,259 • # of SLPs working in the schools ……………. .. 478 • # of Speech Assistants…………………………. 26 • # of Counties using SLPAs………………….......16 • # of Counties using contracted SLPs………….. 24 • # if Counties using retired SLPs ……………. … 16

WVDE Perspective • Statewide Initiatives • Policy 2419: Regulations for the Education of Exceptional Students • Low Caseload (50) • Waivers • WVDE Job Bank on website (http://wvde.state.wv.us/jobs/) • Speech Assistants Program • Best Practice Guidance Document • RESA Trainings • OPP reimbursement programs • Maintain SLP County Contact • Share WVDE Information

Partnerships • West Virginia University Part-time Program • Online Graduate Classes – WVU/WVDE • Camp Gizmo (Karen Haines) • Marshall University • The “L” School – Luke Lee Listening Language Learning Lab • Recruitment Seminars – WVU/MU • Discussions with West Liberty University • WVSHA • Recruitment/retention Committee (ASHA) • Recruitment/retention Brochure • National Board Certification • State Update: WVSHA Conference • WVSHA Website • Telepractice Project: Vickie Pullins, LinguaCare

THE “PIC” PROJECT • National Center to Improve Recruitment and Retention of Qualified Personnel for Children with Disabilities (PIC) • Federally-funded Technical Assistance and Dissemination Project • Increase the nation’s capacity to recruit and retain qualified personnel. • Five Year Project (Currently in Year 4) • Limited number of states selected (3) • WV application focused on the critical shortage of SLPs in the following areas: • Personnel Preparation Program Partnerships (PPP) * • Attracting, Developing and Supporting New and Existing Personnel (ADS) *

West Virginia PIC Services Goal: to increase the state’s capacity to assist local school districts in hiring and retaining qualified personnel for children with disabilities. SLP Focus • WV PIC Intensive Services • Onsite visits to facilitate meetings at the state level • SLP Task Force Meeting (December) • Personnel Preparation Program Partnerships (PPP) • SLP Summit (February) • Attracting, Developing and Supporting New and Existing Personnel (ADS) • Assistance with developing, planning, implementing, and updating State Action and/or Partnership Plans • Technical assistance via emails, conference calls, community blogs and webinars • Access to cross-state Communities of Practice

WV SLP TASK FORCE • Purpose: Increase the state’s capacity to develop and support preparation program partnerships that respond to local personnel needs for children with disabilities. • Facilitator: Dr. Lisa Churchill (PIC) • Participants • IHEs: WVU/Marshall • School Administrators : Superintendent, Sp Ed Administrators • Private SLP Contractors • SLP Lead Therapists • WVSHA • SLPA • WVDE – OSP, Certification • Action Plan and Summary

SLP Task Force Summary • Challenges • Supply- Demand • Working Conditions • Image Problem • Financial • Cost of contract services • Competitive Salaries • Personnel Hiring Barriers • Lack of WV IHE Programs • Speech Assistants • Temporary solution • Rural Needs • Low Salaries • Solutions • Improve Communication among LEAs, State and IHEs • Expand access to IHE Programs • Tuition Support • Online programs (WKU) • Expand Speech Assistants program • Make Permanent • Hiring Incentives • Start salary base at 20 yrs • Additional Data • on SLPAs - # want to become certified (OSP/RESA 7 Survey) • Grad students wanting to work in public schools (WVU Survey)

WV SLP SUMMIT Meeting • Purpose: To discuss the critical shortage of public school SLPs, examine reasons, resources, and generate recommendations for recruitment and retention of SLPs in West Virginia • Facilitator: Dr. George Anne Rice (PIC) • Participants • Human Resources /Personnel Directors • West Liberty • School Administrators : Superintendent, Sp Ed Administrators • RESA Representatives • SLP Lead Therapists • WVSHA • SLPs, SLPAs • WVDE – OSP, Certification, Title 2, Troops to Teachers • Action Plan and Summary

SLP Summit Meeting Summary • Challenges • Supply- Demand • Hiring Practices and Policies that create barriers • Lack of Marketing plans at local and state level • Working Conditions in Schools • Low Pay • Lack of understanding by BOE and others RE: Shortage • Confusion regarding “Teachers” vs. “Professional Support Personnel” • Speech Assistants • Temporary solution • Inefficient recruitment/retention strategies • Solutions • Explore Online Program with WKU • Utilize “Troops to Teachers” • Use of Telepractice • Articulate shortage concerns to national groups like CEC – encourage them to work w/ ASHA • Incentives such as ASHA dues, moving expenses, job sharing, etc. • Clarify confusing policies such as reposting of jobs, retirement, etc. • Statewide Awareness Campaign and job fair • Recruit at WVSHA/ ASHA • Ongoing PD for SLPs • Update WVDE Job Bank • Use Social Media that reaches younger market • Greater access to social media for personnel/HR directors • Develop video/DVD for marketing focusing on advantages of working in WV • Extend contracts • Flexible Scheduling ( job sharing) • Advanced Credential of permanent certification for SLPA

West Kentucky University (WKU) Online Program • WKU’s Online Master’s Program in Communication Disorders • Accredited by NCATE, the Southern Association of Colleges and Schools, and the Council on Academic Accreditation in Speech-Language Pathology through the American Speech and Hearing Association (ASHA). • Designed to prepare SLPs to meet needs in hospitals, clinic, schools, etc. • Meets the academic and clinical requirements of ASHA, leading to national certification and state licensure • A minimum of 42 academic and 7 clinical credits are required for graduation. • WKU offers online prerequisite courses needed to enter the Master’s of Science in Communication Disorders. • PIC has worked with WKU to establish cohorts in New York and Texas providing online programs addressing shortage areas. • WVDE and WKU are currently in discussions regarding the project logistics. • PIC is facilitating a memorandum of agreement with WKU to establish a WV Cohort.

WKU WV Cohort • Determine interest in an online program • RESA 7 Survey determining interest Requirements for WV Cohort • Individual county • West Liberty university • Number of Candidates: 30 Total • School Commitment • Student would work on permit in schools while completing degree • Students would sign contractual agreement to work in the schools post graduation. • Financial Issues • Cost per hour: 579+/credit hour in addition to books/ I (locked in rate ) • Tuition support • Framework • Candidate must be WKU’s application requirements and follow their process • All courses online • Clinical internship and 3 externships will be completed in WV adjunct faculty • Time Line : Summer 2013 – Summer 2015 • April 16 Webinar for those interested

Next Steps: “PIC” Project • Continue discussions with WKU • Work with HR/Personnel Officers and WVDE OPP to clarify policies and distribute fact sheet • Update and disseminate Recruitment/retention brochure • Meet w/ WVDE personnel • Update Job Bank • Troops to Teachers • Technology Options - using social media • SLPA Program • Develop fact sheet describing SLP incentives, mentoring , etc. for LEAs • Combined meeting of Task Force and Summit participants. • Complete Action Plan

THANK-YOU!!!!!

WVDE State Update 2012 Speech-language Pathology Services in WV Schools