Speech and Language Leadership PST Network Meeting

1. Speech and Language Leadership & PST Network Meeting Sheryl Thormann Wisconsin Department of Public Instruction Education Consultant Speech and Language Programs Friday, October 21, 2011

2.  Agenda�.. Frequency and Amount in the IEP for Therapists DPI Legal Update Addressing the SLP Shortage Open Mic Closing

3. Frequency and Amount in the IEP Information Update Bulletin 10.07 Describing Special Education, Related Services, Aids and Services, and Program Modifications or Supports Additional Guidance: Frequency and Amount Examples for Therapists

4. Last fall, the department released Bulletin 10.07 to help LEAs describe special education, related services, supplementary aids and services and program modifications and supports. This bulletin is available on the DPI website and we looked at it during the fall PST meeting last year. This is a screenshot of this bulletin. An important point before we begin: please remember each IEP team is responsible for developing an IEP based on each student�s unique needs. Any examples in this presentation, in the bulletin, or in the additional guidance we will talk about for therapy should not be construed as appropriate for all students under all circumstances. What we will focus on is the additional guidance created by our SL leadership network specific to therapists who use flexible scheduling.Last fall, the department released Bulletin 10.07 to help LEAs describe special education, related services, supplementary aids and services and program modifications and supports. This bulletin is available on the DPI website and we looked at it during the fall PST meeting last year. This is a screenshot of this bulletin. An important point before we begin: please remember each IEP team is responsible for developing an IEP based on each student�s unique needs. Any examples in this presentation, in the bulletin, or in the additional guidance we will talk about for therapy should not be construed as appropriate for all students under all circumstances. What we will focus on is the additional guidance created by our SL leadership network specific to therapists who use flexible scheduling.

5. FAPE: All students enrolled in public school have the right to a� Free Appropriate Public Education The IEP is the legal document that describes how the LEA will provide FAPE to the student in accordance with IDEA. Why is this important? So why is �Amount/Frequency� an important area to look at? First of all, let�s start with what�s most important: the kids we work with. Every student with a disability has the right to a Free Appropriate Public Education provided at no cost to the parent (referred to as FAPE). FAPE is the heart of IDEA and the basis of special education, To provide FAPE, we start with the student�s needs and then develop a specific program, which is clearly documented on the IEP, to meet those needs. Each IEP team is responsible for developing an IEP that includes clear statements of the services to be provided to the student based on each student�s unique needs. The law states the IEP must include the projected dates for implementation of all services and their anticipated amount, frequency, location, and duration. These items are commonly described in the Program Summary page of the IEP and is included in DPI model form I-9. This is required as part of an LEA�s obligation to provide FAPE, and it is why �Amount/Frequency �is so important. So why is �Amount/Frequency� an important area to look at? First of all, let�s start with what�s most important: the kids we work with. Every student with a disability has the right to a Free Appropriate Public Education provided at no cost to the parent (referred to as FAPE). FAPE is the heart of IDEA and the basis of special education, To provide FAPE, we start with the student�s needs and then develop a specific program, which is clearly documented on the IEP, to meet those needs. Each IEP team is responsible for developing an IEP that includes clear statements of the services to be provided to the student based on each student�s unique needs. The law states the IEP must include the projected dates for implementation of all services and their anticipated amount, frequency, location, and duration. These items are commonly described in the Program Summary page of the IEP and is included in DPI model form I-9. This is required as part of an LEA�s obligation to provide FAPE, and it is why �Amount/Frequency �is so important.

6. Why is this important? The IEP must accurately describe the LEA�s commitment so parents and other IEP team members know what to expect. General supervisory responsibility (DPI) IDEA state complaints Procedural Compliance Self-Assessment The special education services to be provided must be stated in the IEP so the agency�s commitment will be clear to parents and other IEP team members. The amount of time committed to each service must be appropriate to the specific service and stated in the IEP in a manner that is clear to all who are involved in both the development and implementation of the IEP. This is why writing minutes per month was deemed to be impermissible. Finally, let�s talk about why it is important to look at this topic in terms of procedural compliance. Writing IEPs without the required specificity puts an LEA at risk. Failure to properly implement IEPs is one of the most common issues brought up in IDEA complaints submitted to the Department. If services are not clearly described, it is impossible to determine whether an IEP is being implemented properly. When issuing complaint decisions, the failure to have a clearly written IEP often results in a violation for the LEA, subject to corrective action. In addition to IDEA complaints, how clearly your IEPs describe special education services will come up when your LEA is involved in the procedural compliance self assessment. All LEAs are required to review special education service statements as part of the self-assessment process. The special education services to be provided must be stated in the IEP so the agency�s commitment will be clear to parents and other IEP team members. The amount of time committed to each service must be appropriate to the specific service and stated in the IEP in a manner that is clear to all who are involved in both the development and implementation of the IEP. This is why writing minutes per month was deemed to be impermissible. Finally, let�s talk about why it is important to look at this topic in terms of procedural compliance. Writing IEPs without the required specificity puts an LEA at risk. Failure to properly implement IEPs is one of the most common issues brought up in IDEA complaints submitted to the Department. If services are not clearly described, it is impossible to determine whether an IEP is being implemented properly. When issuing complaint decisions, the failure to have a clearly written IEP often results in a violation for the LEA, subject to corrective action. In addition to IDEA complaints, how clearly your IEPs describe special education services will come up when your LEA is involved in the procedural compliance self assessment. All LEAs are required to review special education service statements as part of the self-assessment process.

7. Services are based on the student�s unique educational needs. The IEP must clearly state the amount of time and resource committed to each services. The IEP must clearly describe the LEA�s commitment of resources to the parents and all involved in developing and implementing the IEP. General Standard for ALL Services So As mentioned earlier, the student�s unique educational needs drive the IEP team�s determination of the services the student will receive. The IEP must be written in a way that CLEARLY states the amount of time and resource committed to each service. The level of the LEA�s commitment of resources must be clear to the parent and all involved in developing and implementing the IEP.So As mentioned earlier, the student�s unique educational needs drive the IEP team�s determination of the services the student will receive. The IEP must be written in a way that CLEARLY states the amount of time and resource committed to each service. The level of the LEA�s commitment of resources must be clear to the parent and all involved in developing and implementing the IEP.

8. Whenever possible, the IEP should describe services using daily allotments of hours or minutes. If the student�s unique needs are such that daily allotments are not appropriate, the IEP should describe services in weekly allotments of time. If it is impossible to describe the service in allotments of time, the IEP must clearly describe the circumstances under which it will be provided. DPI�s General Guidance DPI provides the following general guidance to IEP teams on how to describe services. IEP teams should follow this hierarchy of considerations when describing services. First, whenever possible, the IEP should describe services using daily allotments of hours or minutes. If the student�s unique needs are such that daily allotments of hours or minutes are not appropriate, the IEP should describe services in weekly allotments of time; Such as when a service is only provided once per week. However, some services are impossible to describe using specific allotments of time. In this situation the IEP must clearly describe the circumstances under which the service will be provided. Next we will go through some examples specific to speech and language of acceptable descriptions of services using this guidance. DPI provides the following general guidance to IEP teams on how to describe services. IEP teams should follow this hierarchy of considerations when describing services. First, whenever possible, the IEP should describe services using daily allotments of hours or minutes. If the student�s unique needs are such that daily allotments of hours or minutes are not appropriate, the IEP should describe services in weekly allotments of time; Such as when a service is only provided once per week. However, some services are impossible to describe using specific allotments of time. In this situation the IEP must clearly describe the circumstances under which the service will be provided. Next we will go through some examples specific to speech and language of acceptable descriptions of services using this guidance.

9. Daily Allotments of Hours or Minutes � Special Education This example uses daily allotments of minutes to describe speech and language services. It clearly describe how much of the service will be provided (the amount), how often will the service be provided (frequency), where the service will be provided (location) and how long will the service be provided (duration). The service in this example is appropriately described in minutes. The service is anticipated to occur in established, recurring time periods in established locations during typical school days. This example uses daily allotments of minutes to describe speech and language services. It clearly describe how much of the service will be provided (the amount), how often will the service be provided (frequency), where the service will be provided (location) and how long will the service be provided (duration). The service in this example is appropriately described in minutes. The service is anticipated to occur in established, recurring time periods in established locations during typical school days.

10. Weekly Allotments of Hours or Minutes � Related Service This example uses a weekly allotments of minutes to describe the speech and language services. Again, It clearly describe how much of the service will be provided (the amount), how often will the service be provided (frequency), where the service will be provided (location) and how long will the service be provided (duration). The service in this example is appropriately described in minutes. The service is anticipated to occur in established, recurring time periods in established locations during typical school weeks. This example uses a weekly allotments of minutes to describe the speech and language services. Again, It clearly describe how much of the service will be provided (the amount), how often will the service be provided (frequency), where the service will be provided (location) and how long will the service be provided (duration). The service in this example is appropriately described in minutes. The service is anticipated to occur in established, recurring time periods in established locations during typical school weeks.

11. The IEP team determines the child does not require the same amount of service every week of the month: These next examples are new from the additional technical assistance to the bulletin. These are examples of IEP service statements appropriate for therapy services as an alternative to minutes per month. So when the IEP team determines the child does not require the same amount of service every week of the month this example clearly describe how much of the service will be provided (the amount) and how often will the service be provided (frequency). These next examples are new from the additional technical assistance to the bulletin. These are examples of IEP service statements appropriate for therapy services as an alternative to minutes per month. So when the IEP team determines the child does not require the same amount of service every week of the month this example clearly describe how much of the service will be provided (the amount) and how often will the service be provided (frequency).

12. These examples use daily and weekly allotments of hours or minutes to describe the special education services. Again, when the IEP team determines the child does not require the same amount of service every week of the month this example clearly describe how much of the service will be provided (the amount) and how often will the service be provided (frequency). Also where the service will be provided (location) . These examples use daily and weekly allotments of hours or minutes to describe the special education services. Again, when the IEP team determines the child does not require the same amount of service every week of the month this example clearly describe how much of the service will be provided (the amount) and how often will the service be provided (frequency). Also where the service will be provided (location) .

13. Here is another example of an IEP service statement appropriate for therapy services as an alternative to minutes per month when the IEP team determines the child does not require the same amount of service every week of the month. Like the services described in the previous slides, this service is appropriately described in terms of hours or minutes. The service is anticipated to occur in established, recurring time periods during typical school days and weeks in the same location from day to day or week to week for the first 3 weeks of each month. Here is another example of an IEP service statement appropriate for therapy services as an alternative to minutes per month when the IEP team determines the child does not require the same amount of service every week of the month. Like the services described in the previous slides, this service is appropriately described in terms of hours or minutes. The service is anticipated to occur in established, recurring time periods during typical school days and weeks in the same location from day to day or week to week for the first 3 weeks of each month.

14. Daily or Weekly Allotments of Hours or Minutes�Program Modifications or Supports Finally, here is an example of a program modification or support for school personnel described in a weekly allotment of minutes.Finally, here is an example of a program modification or support for school personnel described in a weekly allotment of minutes.

15. LEAs must consider the impact of interruption in services on the provision of FAPE. Whether an interruption in services is a denial of FAPE is an individual, case-by-case determination. Student or Staff Absences LEAs must be aware of the impact of interruptions of services, whether because of situations such as student absences, staff absences, or staff shortages, on the provision of FAPE to each individual student. Whether the interruption of services becomes a denial of FAPE is an individual, case-by-case, determination. For example, if a student is absent from school for a prolonged period of time, or if there is a pattern of repeated short-term absences from school, it may be appropriate for the LEA to reconvene the student�s IEP team to discuss possible modifications to the student�s program or placement. LEAs must be aware of the impact of interruptions of services, whether because of situations such as student absences, staff absences, or staff shortages, on the provision of FAPE to each individual student. Whether the interruption of services becomes a denial of FAPE is an individual, case-by-case, determination. For example, if a student is absent from school for a prolonged period of time, or if there is a pattern of repeated short-term absences from school, it may be appropriate for the LEA to reconvene the student�s IEP team to discuss possible modifications to the student�s program or placement.

16. For example, �a minimum of 15 minutes, three times per week� NO! Unacceptable because the commitment of LEA resources to the student is unclear Are �Minimums� Acceptable? Stating the description of a service as a minimum amount of time is not acceptable. Minimums do not provide a clear commitment of LEA resources to the student. While minimums make the �floor� of the amount of service committed clear, there is no limit to the �ceiling� of amount of service. Stating the description of a service as a minimum amount of time is not acceptable. Minimums do not provide a clear commitment of LEA resources to the student. While minimums make the �floor� of the amount of service committed clear, there is no limit to the �ceiling� of amount of service.

17. Only acceptable if� Stating the service as a narrow range is appropriate to the specific service, and The IEP team determines it is necessary to meet the unique needs of the student, and A range is not used for administrative convenience, and The range is not unreasonably wide (generally no more than 15 minutes). Are Narrow Ranges of Time Acceptable? The amount may be stated as a NARROW range of time only if the IEP team determines it is appropriate to the specific service, and a range is necessary to meet the unique needs of the student. It is not acceptable to use a range of time to address issues of administrative convenience, for example, to address personnel shortages or uncertainty regarding availability of staff. The range cannot be unreasonably wide, generally no more than 15 minutes.The amount may be stated as a NARROW range of time only if the IEP team determines it is appropriate to the specific service, and a range is necessary to meet the unique needs of the student. It is not acceptable to use a range of time to address issues of administrative convenience, for example, to address personnel shortages or uncertainty regarding availability of staff. The range cannot be unreasonably wide, generally no more than 15 minutes.

18. Use of a Narrow Range � Acceptable Example This slide shows an example of an acceptable use of a range to describe a related service. Note the range is narrow (10 minutes) and is based on the unique needs of the student. This slide shows an example of an acceptable use of a range to describe a related service. Note the range is narrow (10 minutes) and is based on the unique needs of the student.

19. The IEP must clearly describe the circumstances under which the service will be provided. Describing circumstances requires more detail. The statement must still describe type of service amount (how much?) frequency (how often?) location (where?) and duration �as needed�, �upon student request�, �as determined by teacher� are not acceptable When allotments of time are not appropriate to the service� Now we�re going to discuss how to state services when allotments of time are not appropriate to the service or circumstance. In the case where it is impossible to describe special education services in daily or weekly allotments of time, the IEP must still clearly describe the circumstances under which the service will be provided and for how long. This requires more detail in the description of the service. Statements describing special education services to be provided �as needed,� �upon student request,� �as determined by teacher,� or �when appropriate� do not clearly describe the circumstances under which the service will be provided or the LEA�s commitment of resources.Now we�re going to discuss how to state services when allotments of time are not appropriate to the service or circumstance. In the case where it is impossible to describe special education services in daily or weekly allotments of time, the IEP must still clearly describe the circumstances under which the service will be provided and for how long. This requires more detail in the description of the service. Statements describing special education services to be provided �as needed,� �upon student request,� �as determined by teacher,� or �when appropriate� do not clearly describe the circumstances under which the service will be provided or the LEA�s commitment of resources.

20. Describing Circumstances Special Education Here is an example of speech and language service where the circumstances under which the service is to be provided is clearly described with sufficient detail. This statement is clear because it describes the types of behavior/circumstance that would prompt in this case a decrease in service (i.e. 90% accuracy with fluency) as well as the extent (or amount) of the service to be provided when the circumstance occrus (30 minutes per week). Here is an example of speech and language service where the circumstances under which the service is to be provided is clearly described with sufficient detail. This statement is clear because it describes the types of behavior/circumstance that would prompt in this case a decrease in service (i.e. 90% accuracy with fluency) as well as the extent (or amount) of the service to be provided when the circumstance occrus (30 minutes per week).

21. Describing CircumstancesRelated Services Here is an example of speech and language service using a statement of circumstances which provides enough detail so the amount and frequency of services and commitment of LEA resources is clear. It is clear that whenever the class starts a new social studies unit, the student will receive 60 minutes of speech therapy during the first week of the unit in the general education classroom along with the established, recurring time period of 20 minutes twice weekly. Here is an example of speech and language service using a statement of circumstances which provides enough detail so the amount and frequency of services and commitment of LEA resources is clear. It is clear that whenever the class starts a new social studies unit, the student will receive 60 minutes of speech therapy during the first week of the unit in the general education classroom along with the established, recurring time period of 20 minutes twice weekly.

22. The IEP team determines the child does not require the same type of service each week of the month:Related Services Here is an example of speech and language service where the IEP team determined the child does not require the same type of service each week of the month. This is different from the others because this us the type of service and the first examples were amounts followed by cirucumstances. Here the SLP is providing daily articulation work with the child for 5 minutes daily along with a regularly scheduled session to address a language goal and then work with the child in the general education classroom for carry-over.Here is an example of speech and language service where the IEP team determined the child does not require the same type of service each week of the month. This is different from the others because this us the type of service and the first examples were amounts followed by cirucumstances. Here the SLP is providing daily articulation work with the child for 5 minutes daily along with a regularly scheduled session to address a language goal and then work with the child in the general education classroom for carry-over.

23. The student�s unique educational needs drive the IEP team�s determination of services to be provided. Services may not be driven by administrative convenience, concerns about unavailability of staff, or to accommodate a particular service delivery model. In Summary� Putting everything we have discussed together, here are a few key concepts to keep in mind as you develop IEP statements describing a student�s services. Most importantly, each service must address the student�s unique educational needs The student�s unique educational needs drive the IEP team�s decision about the services the student will receive. Federal guidance on implementing IDEA is clear . The student�s need must be the focus. The services can not be based solely on factors such as the availability of staff, the established service delivery model, or administrative convenience. Background: A student�s placement (including the amount and frequency of special education services) ��must be individually determined on the basis of each child�s abilities and needs �, and not solely on factors such as category of disability, severity of disability, availability of special education and related services, configuration of the service delivery system, availability of space, or administrative convenience� (Federal Register 71(156) p. 46588- discussion section from regulations implementing IDEA, 34 CFR 300) Putting everything we have discussed together, here are a few key concepts to keep in mind as you develop IEP statements describing a student�s services. Most importantly, each service must address the student�s unique educational needs The student�s unique educational needs drive the IEP team�s decision about the services the student will receive. Federal guidance on implementing IDEA is clear . The student�s need must be the focus. The services can not be based solely on factors such as the availability of staff, the established service delivery model, or administrative convenience. Background: A student�s placement (including the amount and frequency of special education services) ��must be individually determined on the basis of each child�s abilities and needs �, and not solely on factors such as category of disability, severity of disability, availability of special education and related services, configuration of the service delivery system, availability of space, or administrative convenience� (Federal Register 71(156) p. 46588- discussion section from regulations implementing IDEA, 34 CFR 300)

24. To be clearly stated, the description of each service listed on the IEP must answer the following questions: How much of the service will be provided (the amount)? How often will the service be provided (the frequency)? Where will the service be provided (the location)? How long will the service be provided (the duration)? In Summary� Each service listed on the student�s IEP must be clearly stated in language understandable to all involved in developing the IEP and to those who will be implementing the IEP with the student. The amount and frequency must be appropriate to the specific service. This means, the statement of services must answer the following questions for each special education, related service, supplementary aid and service and program modification for staff: How much service will be provided (the amount)? How often will the service be provided (the frequency)? Where will the service be provided (the location)? How long will the service be provided (the duration)? The next slide will provide you with a �self-test.� See if you can tell what�s wrong with the examples. Then we will look at what is wrong. Each service listed on the student�s IEP must be clearly stated in language understandable to all involved in developing the IEP and to those who will be implementing the IEP with the student. The amount and frequency must be appropriate to the specific service. This means, the statement of services must answer the following questions for each special education, related service, supplementary aid and service and program modification for staff: How much service will be provided (the amount)? How often will the service be provided (the frequency)? Where will the service be provided (the location)? How long will the service be provided (the duration)? The next slide will provide you with a �self-test.� See if you can tell what�s wrong with the examples. Then we will look at what is wrong.

25. Self-Check: What�s wrong here?

26. Self-Check: What�s wrong here? In the first example, the statement of the amount and frequency of services is too broad. It is not clear to the parents or other involved in IEP development, what the student�s actual schedule of speech services will be. Also, the statement of location does not clarify how much of the services will be provided in general vs. special education settings. This statement make it difficult to determine the student�s extent of removal from general education classes. In the second example, the stated amount and frequency is not appropriate to the type of service to be provided. Depending on the length and number of writing assignments, it is possible the student will need more or less time using a computer. Limiting computer use to 15 minutes daily is not appropriate. It is also not clear if the student requires a computer for all writing assignments, or only certain types or lengths of assignments. In the first example, the statement of the amount and frequency of services is too broad. It is not clear to the parents or other involved in IEP development, what the student�s actual schedule of speech services will be. Also, the statement of location does not clarify how much of the services will be provided in general vs. special education settings. This statement make it difficult to determine the student�s extent of removal from general education classes. In the second example, the stated amount and frequency is not appropriate to the type of service to be provided. Depending on the length and number of writing assignments, it is possible the student will need more or less time using a computer. Limiting computer use to 15 minutes daily is not appropriate. It is also not clear if the student requires a computer for all writing assignments, or only certain types or lengths of assignments.

27. DPI Information Update Bulletin 10.07 Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports http://www.dpi.wi.gov/sped/bul10-07.html Additional Frequency and Amount Examples for Therapists http://www.dpi.wi.gov/sped/speech.html  For More Information� The bulletin that this presentation is based on, is available on the DPI website at the address listed on this slide. The bulletin includes additional examples for the items we�ve discussed. Another resource is a document with examples developed specifically to reflect options frequently used for speech and language therapy services, they may be appropriate for adaptation to other therapy services such as OT and PT. This resource is available on the DPI Speech and Language page at the address listed on this slide. The bulletin that this presentation is based on, is available on the DPI website at the address listed on this slide. The bulletin includes additional examples for the items we�ve discussed. Another resource is a document with examples developed specifically to reflect options frequently used for speech and language therapy services, they may be appropriate for adaptation to other therapy services such as OT and PT. This resource is available on the DPI Speech and Language page at the address listed on this slide.

28.  DPI Legal UpdateChristina SpectorDPI School Administration Consultant IDEA State Complaints Other Legal Items of Interest in a School Speech and Language Pathology Practice Switch Over to Christina�s Power Point at this time. Introduction: Christina Spector is one of the departments school administrative consultants. Christina has a legal background along with experience in a school. She is on the procedural compliance team and among many other duties investigates IDEA complaints for the department and renders determinations complaint investigations.Switch Over to Christina�s Power Point at this time. Introduction: Christina Spector is one of the departments school administrative consultants. Christina has a legal background along with experience in a school. She is on the procedural compliance team and among many other duties investigates IDEA complaints for the department and renders determinations complaint investigations.

29.  Addressing the SLP Shortage Background What has been done so far Possible Options

30. Background In Wisconsin, from 2006-2011, growth in the number of students receiving speech and languages services has outpaced growth of properly licensed SLPs by approximately 1.5% annually. This means students in Wisconsin public schools are not receiving speech and language services per their Individualized Education Program (IEP). ?What the data tells us is something that is not new and that is that the demand for speech and language services in our schools has outpaced the supply of licensed SLPs. ?the shortage of SLPs in our schools means students are not receiving speech and language services per their Individualized Education Program (IEP) or are being underserved and this has left current SLPs overworked. The priority is to maintain the quality of service while improving the access of speech and language services to our students. � ?What the data tells us is something that is not new and that is that the demand for speech and language services in our schools has outpaced the supply of licensed SLPs. ?the shortage of SLPs in our schools means students are not receiving speech and language services per their Individualized Education Program (IEP) or are being underserved and this has left current SLPs overworked. The priority is to maintain the quality of service while improving the access of speech and language services to our students. �

31. Background Emergency Licensure for Speech and Language Pathology http://www.dpi.state.wi.us/sped/speech.html OSEP Letter to Goldman DPI Memo Access to Masters Level Programs 7 Wisconsin universities offer the program Data as of September 9, 2011 Based on a policy letter from the Office of Special Education Programs (OSEP) the Letter to Goldman, dated January 27, 2010, the department no longer issues emergency licenses in the area of speech and language pathology We also looked at permitting some SLPs to continue on an emergency if they are providing service as a special education program as opposed to a related service and determined there is no way to restrict the license in that way. The language of the federal regulation is clear: related services personnel who deliver services in their discipline or profession cannot have certification or licensure requirements waived on an emergency, temporary, or provisional basis. Many school district started to rely on the emergency license in SL to fill positions and given the IDEA rules, the department had to stop issuing the emergency license in speech and language. ?A masters degree in communicative disorders is required to obtain a DPI teaching license in speech/language pathology. While the state has 7 Universities that offer a masters degree in communicative disorders, access to these programs is severely restricted. We collected data on enrollment at the university level and this is what we found: Based on a policy letter from the Office of Special Education Programs (OSEP) the Letter to Goldman, dated January 27, 2010, the department no longer issues emergency licenses in the area of speech and language pathology We also looked at permitting some SLPs to continue on an emergency if they are providing service as a special education program as opposed to a related service and determined there is no way to restrict the license in that way. The language of the federal regulation is clear: related services personnel who deliver services in their discipline or profession cannot have certification or licensure requirements waived on an emergency, temporary, or provisional basis. Many school district started to rely on the emergency license in SL to fill positions and given the IDEA rules, the department had to stop issuing the emergency license in speech and language. ?A masters degree in communicative disorders is required to obtain a DPI teaching license in speech/language pathology. While the state has 7 Universities that offer a masters degree in communicative disorders, access to these programs is severely restricted. We collected data on enrollment at the university level and this is what we found:

32. �Total Number of Students Enrolled in Wisconsin Undergraduate Communicative Disorders Programs : 906�Total Number of Students Applying to Wisconsin Graduate Communicative Disorders Programs: 1,480� Total Number of Students Accepted into Wisconsin Graduate Programs for Communicative Disorders: 154

33. This chart is a graphic representation of the numbers. This chart is a graphic representation of the numbers.

34. What has been done so far to address the shortage? Creation of a data base of recently retired SLPs Exploration of ways to assist clinical SLPS to obtain DPI licensure Teachers/Teachers.com (a DPI discretionary grant) Financial Incentives for Retention and Recruitment of SLP�s in various school districts and CESAs

35. �Incentives around working conditions in various school districts and CESAs�Increasing a part time position to full time for recruitment�Advertising in professional journals, association websites, and nationally by various school districts and CESAs � DPI Ad-Hoc Task Force on the SL Shortage  SLPs Special Education Directors Parents These strategies have helped in the short term but generally not the long term. As districts repoort they have not been sustainable or there just is not staff. The department did convene a task force to examine the shortage of SLPs this summer and one of the items taken into consideration was information from the ASHA SLP summit which addresses a framework for a tiered level of speech and language service providers. We will look at that next These strategies have helped in the short term but generally not the long term. As districts repoort they have not been sustainable or there just is not staff. The department did convene a task force to examine the shortage of SLPs this summer and one of the items taken into consideration was information from the ASHA SLP summit which addresses a framework for a tiered level of speech and language service providers. We will look at that next

36. Options�.. Nationally a multi tiered system of supports for speech and language. American Speech Language and Hearing Association (ASHA) ASHA Associate Affiliation http://www.asha.org/Members/Associate-Affiliation/ ASHA SLP Summit Report http://www.asha.org/uploadedFiles/2011-SLP-Summit-Report.pdf ?ASHA has created an Associate Program designed especially for Speech and Language Pathology and Audiology support personnel ?The Associate Program officially launched in September of this year.� Affiliation is open to individuals who, at the time of application, are working in a support position offering audiology or speech-language pathology services under the supervision of an ASHA-certified audiologist or speech-language pathologist. We see the profession moving from a single service provider to a tiered level of service providers. 30 other states utilize paraprofessionals or assistants in the provision of speech and language services. In WI the use of support personnel is in the rules for private practice. The first tier, paraprofessional support, is what we currently have in PI 34 for public schools and we will look at that as a discussion next. ?ASHA has created an Associate Program designed especially for Speech and Language Pathology and Audiology support personnel ?The Associate Program officially launched in September of this year.� Affiliation is open to individuals who, at the time of application, are working in a support position offering audiology or speech-language pathology services under the supervision of an ASHA-certified audiologist or speech-language pathologist. We see the profession moving from a single service provider to a tiered level of service providers. 30 other states utilize paraprofessionals or assistants in the provision of speech and language services. In WI the use of support personnel is in the rules for private practice. The first tier, paraprofessional support, is what we currently have in PI 34 for public schools and we will look at that as a discussion next.

37. A Consideration�.. Wisconsin Special Education Paraprofessionals PI 34 #883 license Special education program aide A provision for consideration to assist with workload/caseload management and clarification to your questions. The paraprofessional is already in rule in Wisconsin (PI 34) and use is permissible. What I want to do today is give you some information around paraprofessional use in SL as we have had an increase in question and there are more districts implementing this option. So the use of special education paraprofessional in speech and language is in rule and is permissible if a district chooses to utilize this option. The special education program aide license allows an individual to assist and provide support in speech and language under the direct supervision of a DPI licensed speech and language pathologist. The paraprofessional is already in rule in Wisconsin (PI 34) and use is permissible. What I want to do today is give you some information around paraprofessional use in SL as we have had an increase in question and there are more districts implementing this option. So the use of special education paraprofessional in speech and language is in rule and is permissible if a district chooses to utilize this option. The special education program aide license allows an individual to assist and provide support in speech and language under the direct supervision of a DPI licensed speech and language pathologist.

38. Special education paraprofessional support in speech and language Reasons for renewed interest in the use of special education paraprofessionals in speech and language: Students not receiving speech and language service or are underserved due to the critical shortage of licensed SLPs Another service provider can assist the current SLPs with workload/caseload management Due to the critical shortage, many students with SL disabilities are either underserved or not receiving services at all. This has left many SLPs overworked an unable to meet the needs of their students. The use of a special education paraprofessional is an option that a district can consider to help you as the SLP get services to your students based on needs and help with workload and caseload management. A paraprofessional in a speech and language program only works under the direct supervision of the DPI licensed SLP. The rule allows for special education paraprofessional support in speech and language. There are school districts successfully utilizing special education paraprofessionals in speech and language. We have also received a lot of questions regarding the use of special education paraprofessionals in speech and language under this provision so what I am going to go into next is what this looks like. Due to the critical shortage, many students with SL disabilities are either underserved or not receiving services at all. This has left many SLPs overworked an unable to meet the needs of their students. The use of a special education paraprofessional is an option that a district can consider to help you as the SLP get services to your students based on needs and help with workload and caseload management. A paraprofessional in a speech and language program only works under the direct supervision of the DPI licensed SLP. The rule allows for special education paraprofessional support in speech and language. There are school districts successfully utilizing special education paraprofessionals in speech and language. We have also received a lot of questions regarding the use of special education paraprofessionals in speech and language under this provision so what I am going to go into next is what this looks like.

39. Weekly average percent of time SLPs spend in student treatment and various professional duties

40. Special education paraprofessional support in speech and language Based on the provisions in PI 34, the duties of a special education program aide may include: Providing support, practice and reinforcement of IEP goals once the skill has been introduced by the SLP Assisting the SLP with the management of student behavior and social interactions

41. Special education paraprofessional support in speech and language Escorting children between learning environments Maintaining and programming equipment Providing clerical support Assisting in an array of non-instructional activities as assigned I will go over some of these duties in the next few slides. Some are self explanatory as you can see, for example, escorting children between learning environments I will go over some of these duties in the next few slides. Some are self explanatory as you can see, for example, escorting children between learning environments

42. Special education paraprofessional support in speech and language Providing support, practice and reinforcement of IEP goals once the skill has been introduced by the SLP: May be appropriate for some but not all students on the caseload. The SLP must ensure that the activity is appropriate for a special education paraprofessional to implement. This will vary based on the paraprofessionals skill level, training provided, model of service delivery and needs of the caseload. The use of a paraprofessional may be appropriate for certain cases to help students get the amount of time they need to meet IEP goals. It is the responsibility of the licensed speech-language pathologist to identify students appropriate for review and reinforcement activities as well as other program support activities which are appropriate to delegate to a special education paraprofessional. The scope and nature of activities delegated to the paraprofessional will vary based on the paraprofessionals skill level, training provided, model of service delivery and needs of the caseload. While some individuals may have undergraduate degrees or be working on their masters, others may not have had specific training. On-the-job training is essential for the special education paraprofessional. How some districts have handled this is having the paraprofessional observe sessions when the SLP is working on the targeted skill. The SLP communicates specific directional information to the paraprofessional. The SLP describes how they provide the intervention and describe what the paraprofessional should look for. What the desired skill looks like, sounds like, what is done when a correction is needed and how to report to the SLP. Some activities reported by districts include a paraprofessional using flashcards with sound pictures the child is working on such a highly visible sound like �L� and having the child practice and do corrections with the paraprofessional under the direction of the SLP. Software programs such as Earobics is another example where the paraprofessional oversees the child while they are working on the software program again under the direction of the SLP. The use of a paraprofessional may be appropriate for certain cases to help students get the amount of time they need to meet IEP goals. It is the responsibility of the licensed speech-language pathologist to identify students appropriate for review and reinforcement activities as well as other program support activities which are appropriate to delegate to a special education paraprofessional. The scope and nature of activities delegated to the paraprofessional will vary based on the paraprofessionals skill level, training provided, model of service delivery and needs of the caseload. While some individuals may have undergraduate degrees or be working on their masters, others may not have had specific training. On-the-job training is essential for the special education paraprofessional. How some districts have handled this is having the paraprofessional observe sessions when the SLP is working on the targeted skill. The SLP communicates specific directional information to the paraprofessional. The SLP describes how they provide the intervention and describe what the paraprofessional should look for. What the desired skill looks like, sounds like, what is done when a correction is needed and how to report to the SLP. Some activities reported by districts include a paraprofessional using flashcards with sound pictures the child is working on such a highly visible sound like �L� and having the child practice and do corrections with the paraprofessional under the direction of the SLP. Software programs such as Earobics is another example where the paraprofessional oversees the child while they are working on the software program again under the direction of the SLP.

43. Special education paraprofessional support in speech and language Assisting the SLP with the management of student behavior and social interactions: Taking a challenging child out of a group for short periods to allow them to calm down. Providing behaviour cues to a child while the SLP leads a group lesson. Role play a situation in a group Video tape a child�s interaction for later review.

44. Special education paraprofessional support in speech and language Maintaining and programming equipment: Program devices used by students on the caseload Make sure devices used by students on the caseload are operational Trouble shooting when device breaks down on child Responsible for charging a device Responsible to ensure batteries are charged or changed when appropriate Knows where to order or get new batteries/charger A paraprofessional can also be used to assist with indirect work the SLP must complete.A paraprofessional can also be used to assist with indirect work the SLP must complete.

45. Special education paraprofessional support in speech and language Providing clerical support: Take attendance and maintain attendance records. Maintain speech and language records Clerical preparation of documents as directed by the SLP Generate worksheets or copies of material that will be used for each therapy session Photocopying and laminating Put together home programs as directed by the SLP

46. Special education paraprofessional support in speech and language Assisting in an array of non-instructional activities as assigned: Make Therapy Materials as directed by the SLP Know how to run Board Maker Software Create various visual representation systems needed for therapy on the low technology to high technology continuum as directed by the SLP. Assist in setting up learning environments. Complete observations and collect data for the SLP SLP creates data collection tools and does analysis

47. Special education paraprofessional support in speech and language Writing the IEP To make it clear in the IEP to parents the statement of special education or related service in the IEP would need to include a statement of additional support, for example, speech and language with support, 4- 20 minute sessions per week, IEP term.� The statement ��with support� would be required with the use of a special education paraprofessional The statement ��with support� would be required with the use of a special education paraprofessional

48. Special education paraprofessional support in speech and language Here is a visual of how the statement may appear in the actual IEP. Here is a visual of how the statement may appear in the actual IEP.

49. Special education paraprofessional support in speech and language Special Education Paraprofessionals Information Update Bulletin 10.05 Frequently Asked Questions About Special Education Paraprofessionals http://www.dpi.state.wi.us/sped/bul10-05.html I want to go to the bulletin to look at some other points such as direct supervision. We have heard from districts utilizing special education paraprofessionals the positive results but I also want to address the fears we have been asked about too. These include job security, such as can the parpaprofessional take my job as the SLP? Remember this is already in rule and is permissible. We see paraprofessionals in other special education programs. The Paraprofessional�s responsibilities are very limited. There is a very delineated scope of practice for each service provider including the SLP/teacher/ paraprofessional. See question # 4. Question #11 will be updated. It is all speech and language service. I want to go to the bulletin to look at some other points such as direct supervision. We have heard from districts utilizing special education paraprofessionals the positive results but I also want to address the fears we have been asked about too. These include job security, such as can the parpaprofessional take my job as the SLP? Remember this is already in rule and is permissible. We see paraprofessionals in other special education programs. The Paraprofessional�s responsibilities are very limited. There is a very delineated scope of practice for each service provider including the SLP/teacher/ paraprofessional. See question # 4. Question #11 will be updated. It is all speech and language service.

50.  Open Mic�.. Response to Intervention (RtI) in Wisconsin Questions and Answer Session

51. RtI at the National Level Office of Special Education Programs (OSEP) Letter to Clark (2008) While SLPs can make contributions to RtI teams, OSEP noted that the IDEA does not specifically address the role of SLPs in an RtI model. RtI staffing and the models used are determinations left to state educational agencies (SEAs) and local education agencies (LEAs) under the statute and regulations. Discussion of the document ASHA requested clarification from the office of special education programs on the role of speech language pathologists in on an RtI team and in a school districts RtI model. This is form the OSEP letter to Clark which spells out the ruling. Recognizing that speech-language pathologists can make significant contributions to RTI teams, OSEP did indicate that districts have no obligation to include SLPs in the RTI process. OSEP explained that the IDEA gives SEAs and LEAs flexibility to decide how they will use their staff in implementing a selected RTI model under the statute and regulations.ASHA requested clarification from the office of special education programs on the role of speech language pathologists in on an RtI team and in a school districts RtI model. This is form the OSEP letter to Clark which spells out the ruling. Recognizing that speech-language pathologists can make significant contributions to RTI teams, OSEP did indicate that districts have no obligation to include SLPs in the RTI process. OSEP explained that the IDEA gives SEAs and LEAs flexibility to decide how they will use their staff in implementing a selected RTI model under the statute and regulations.

52. RtI in Wisconsin Guidance for Special Education and Related Services Personnel Assisting Students within General Education Settings Special education personnel (including SLPs) may not provide ongoing, individualized supports to non-disabled students in an RtI model. http://dpi.wi.gov/sped/pdf/sb-gen-ed-pers.pdf The document "Guidance for Special Education and Related Services Personnel Assisting Students within General Education Settings" outlines permissible roles for special education and related services personnel working with students without IEPs in inclusive settings, as well as collaborating around students' needs. The guidance has not changed from past years. Special education personnel (including SLPs) may not provide ongoing, individualized supports to non-disabled students in an RtI model. RtI is a regular education initiative. At this point in time due to Wisconsin licensure law and that RtI is being defined in terms of regular education, it is impermissible for an SLP or any special educator to single out students to work who are not identified as disabled. However, there are implications for SL as well as other special educators in RtI. At this time it is permissible for SLP's and other special educators to work in a collaborative fashion with general educators. This could include for example, the SLP providing an in-service to general educators on strategies for phonemic awareness. � The key point is that the general ed. teacher directly implements all intervention with the child. The SLP is in the role of a consultant to the teacher. This is the link to the document. The document "Guidance for Special Education and Related Services Personnel Assisting Students within General Education Settings" outlines permissible roles for special education and related services personnel working with students without IEPs in inclusive settings, as well as collaborating around students' needs. The guidance has not changed from past years. Special education personnel (including SLPs) may not provide ongoing, individualized supports to non-disabled students in an RtI model. RtI is a regular education initiative. At this point in time due to Wisconsin licensure law and that RtI is being defined in terms of regular education, it is impermissible for an SLP or any special educator to single out students to work who are not identified as disabled. However, there are implications for SL as well as other special educators in RtI. At this time it is permissible for SLP's and other special educators to work in a collaborative fashion with general educators. This could include for example, the SLP providing an in-service to general educators on strategies for phonemic awareness. � The key point is that the general ed. teacher directly implements all intervention with the child. The SLP is in the role of a consultant to the teacher. This is the link to the document.

53. RtI at the National Level ASHA Document SLP Roles in RtI Discussion of the document in relationship to Wisconsin state statutes. ASHA puts out position statements and guidance for SLPs from a national perspective. Their guidance and position statements are considered best practice unless they end up in state or federal law. Then the guidance moves from best practice to a state mandate.� When information regarding RtI for SLP's �is in direct conflict with Wisconsin state law, we must defer to Wisconsin state law.� While some state�s laws do allow SLPs to work directly with students who are not identified as disabled, Wisconsin state law does not. We will look at a document from ASHA regarding RtI and compare it to what is permissible in Wisconsin state statues. You will see some of the activities are permissible.ASHA puts out position statements and guidance for SLPs from a national perspective. Their guidance and position statements are considered best practice unless they end up in state or federal law. Then the guidance moves from best practice to a state mandate.� When information regarding RtI for SLP's �is in direct conflict with Wisconsin state law, we must defer to Wisconsin state law.� While some state�s laws do allow SLPs to work directly with students who are not identified as disabled, Wisconsin state law does not. We will look at a document from ASHA regarding RtI and compare it to what is permissible in Wisconsin state statues. You will see some of the activities are permissible.

54.  Questions