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Doing the Dance: Flexible Scheduling and Service Delivery

Doing the Dance: Flexible Scheduling and Service Delivery. Rebecca McKenzie-Appling MS-CCC/SLP EdD Educational Administration. Disclosure. I have no relevant financial or non-financial relationships to disclose regarding this presentation. Learning Outcomes. Attendees will be able to:

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Doing the Dance: Flexible Scheduling and Service Delivery

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  1. Doing the Dance: Flexible Scheduling and Service Delivery Rebecca McKenzie-Appling MS-CCC/SLP EdD Educational Administration

  2. Disclosure • I have no relevant financial or non-financial relationships to disclose regarding this presentation.

  3. Learning Outcomes • Attendees will be able to: -discuss federal, state, and local policies that influence the changing roles of speech-language pathologists in the school setting and its effects on service delivery; -state the benefits of one service delivery model: flexible scheduling (3-to-1 model); -consider one district’s journey to implementation of flexible scheduling in relation to your own setting.

  4. Federal… • IDEA 2004 • IEP • SLP Services Free and Appropriate Public Education (FAPE) Access to General Education Least Restrictive Environment

  5. ASHA Roles & Responsibilities • Work Across All Levels • Serving a Range of Disorders • Ensuring Educational Relevance • Providing Unique Contributions to Curriculum • Highlighting Language & Literacy • Providing Culturally Competent Services

  6. Meeting our responsibilities- HOW ? The ASHA Leader School Matters 1 Aug 2010 New Service Delivery Models: Connecting SLPs with Teachers and Curriculum Perry Flynn https://doi.org/10.1044/leader.SCM1.15102010.22 One of the greatest challenges of school-based practice is to how to deliver speech-language services in a way that affects the most change in students within the confines of the daily schedule and logistics of the school environment. Education law (the Individuals with Disabilities Education Act, IDEA 2004) supports serving students in the least restrictive environment (LRE), which can be interpreted not only as a place but also as inclusion with typical peers. For most students, inclusion means that speech-language services should take place with typical peers in the classroom environment, which can include the classroom as well as the lunchroom, playground, art room, gym, and field trips….

  7. What did we say? ASHA Schools Survey Report: SLP Caseload Characteristics Trends, 1995 – 2016; date November 15, 2016.

  8. We served students … Primarily in PULL-OUT services 79%

  9. We served students … 21% Classroom-based/integrated services

  10. What did we say? https://www.asha.org/uploadedFiles/2018-Schools-Survey-Summary-Report.pdf

  11. Top Six Challenges • Large amount of paperwork 79% • High workload/caseload 71% • Limited collaboration time 54% • Budget constraints 47% • Incorporating optimal service delivery models 44% • Limited understanding of my role by others 38%

  12. What’s the norm… The ASHA Leader School Matters 1 Jan 2012 Service Delivery in Schools: A National Survey A survey finds that 30-minute speech-language sessions once or twice a week remain the norm. Jayne BrandelJayne Brandel and Diane Frome Loeb https://doi.org/10.1044/leader.SCM.17012012.np  Most school-based speech-language pathologists use traditional service methods—group treatment once or twice a week for 30 minutes—formost of their students, despite the availability of alternative methods and their belief that they individualize treatment. This seeming discrepancy, revealed from a survey of school-based speech-language pathologists, may be the result of several factors, including the clinician’s caseload size and graduate training (Brandel & Loeb, 2011)….

  13. Moving from…

  14. To what…

  15. What to do…

  16. Making discoveries…

  17. It has many names. Cyclical Schedule Flexible Schedule 3 : 1 What does it mean?

  18. A service delivery modelthat is… A combination approach • DIRECT speech language therapy for students; • Collaborative / “Coaching”with educational staff and parents.

  19. What does change…

  20. Not a change…

  21. NEW…

  22. Getting out of our box…

  23. 3:1 versus Traditional SLP Feedback: • Allowed adequate time for prime duties other than direct services; • Allowed time to make-up therapy sessions that were cancelled by the SLP; • Allowed provision of necessary consultation/ collaboration time to educators; • Allowed alignment of S/L objectives to the students’ TEKS & classroom curriculum; • SLPs reported higher rate of job satisfaction. Other Staff Responses: • Facilitated carryover of communication abilities in many environments; • Allowed for support of the TEKS and alignment of curriculum; • Can ask the SLP to consult with me [teacher]. Texas: Data from Round Rock and Austin Independent School Districts “Service Delivery Models: Making Life Better in Schools” ASHA Schools Connect 2017

  24. How to begin…

  25. We did our homework. • Our timeline began JANUARY 2017 • FIRST: Core group of SLPs (all levels met with Director of Special Services) • Next: With Director’s “Go Ahead” -ALL SLPs joined conversation; • Engaged in collaborative learning about 3:1 model- -What -Who -Where -When -How Decision made “On GO” FALL 2017

  26. Getting EVERYONE on the same page! • District Lead SLP notified principals of proposed change “Flexible Scheduling” • August 2017- “Back to School” district SLP session -Forms support -Collaborative weeks set on the district calendar -Video review [tool for schools] • Extended Timeline set for initial implementation to full rollout.

  27. Communicate…Communicate…Communicate! Flexible Scheduling ROLL OUT “Dos” Administration and Staff Memo Powerpoint- Administration SLP Powerpoint – Faculty & Staff

  28. Informing…Changing • Introducing staff and parents- Were there challenges?

  29. Organize…Organize…Organize! Collaboration-Coaching Weeks “Consistent Districtwide Schedule” Document: -Model/Teach -Observation -Progress Monitoring -Discussion/Feedback “Plan with the end in mind!”

  30. Documenting what we do…

  31. POSITIVES… What are we -feeling, -seeing, -thinking, -hearing about flexible scheduling?

  32. Inclusive Services… • In the classroom…. -A plus; -A minus; and/or -A

  33. WHY?

  34. As SLPs, what are our mandates? • The Individuals with Disabilities Education Act (IDEA) requires: - that our work “align with curriculum;” and - includes “counseling and guidance of parents, children, and teachers regarding speech and language impairments.” • Be as efficient as possible in the delivery of services. - A flexible scheduling model supports greater generalization of new skills. • Be as effective as possible in the delivery of speech and language services.

  35. If you have questions That Need Answers

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