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Lead SLP Advisory Committee Meeting

Lead SLP Advisory Committee Meeting. ESC Region XI September 20, 2010. Student Attendance Accounting Handbook 2010-2011. Available on the TEA Website Change document. Pg 81. 4.2.6 School-Based Preschool (Ages 3–5), Open to Community

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Lead SLP Advisory Committee Meeting

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  1. Lead SLP Advisory Committee Meeting ESC Region XI September 20, 2010

  2. Student Attendance Accounting Handbook 2010-2011 Available on the TEA Website Change document

  3. Pg 81 4.2.6 School-Based Preschool (Ages 3–5), Open to Community If your school district establishes an education program to serve all 3- and/or 4-year-olds regardless of eligibility or other criteria, your district may use the mainstream code (40) for a student in the program who receives special education services (other than speech therapy) in the general classroom. However, for the mainstream code to be used for the student, the majority of students in his or her class must be students who are not receiving special education services. The 2-through-4-hour membership rule applies to special education students who are served by special education personnel to support the individualized education program.

  4. 4.3.3.1 Transfer of Records • Page 88 A district is expected to transfer the most recent ARD committee deliberations, including the current IEP, to a requesting district within 10 days using the Texas Records Exchange (TREx) system

  5. Page 90 Requirements Related to Teachers Providing Instruction in Mainstream Settings: A student with disabilities receives specially designed instruction The specially designed instruction documented in the IEP is provided by special education personnel. One teacher, even if dually certified, may not serve in both a general education and a special education role simultaneously when serving students in grades K–12. Students with disabilities who are ages 3 or 4 may have an instructional arrangement/setting code of 40, mainstream, if special education services are provided in classroom settings with nondisabled peers.The only context in which a dually certified teacher may serve in both a general education and a special education role is in an Early Childhood Program for students ages 3 or 4.

  6. 4.6.1 Code 00 - No Instructional Arrangement/Setting • Page 91 This instructional arrangement/setting code applies to a student receiving speech therapy, whether the therapy is provided in the general education classroom or in a pull-out setting. If a student with disabilities receives special education and related services in addition to speech therapy, the code 00 is not used, and the speech therapy indicator code is reported as 2.

  7. 4.6.7 Code 41 or 42 - Resource Room/Services Note that if a student is pulled out of general education classes to receive special education services and speech therapy, the appropriate resource room code is used, and the speech therapy indicator code is reported as 2. If the student is a 3- or 4-year-old student in a PK classroom and is ineligible for PK services, code 42 is used even if the student is not pulled out of the classroom to receive special education and related services. Page 101

  8. 4.6.7 Code 41 or 42 - Resource Room/Services • Page 101 A student whose only special education service is speech therapy should be coded with an instructional arrangement/setting code of 00 and a speech therapy indicator code of 1.

  9. 4.6.11 Code 40 - Special Education Mainstream • Page 104 For a student to be coded with an instructional setting code of 40 (Special Education Mainstream), the student must have — • Special education and related services provided in a general education classroom on a regularly scheduled basis; • An IEP specifying the special education and related services that enable the student to access the general curriculum and to make progress toward individual goals and objectives; and • Qualified special education personnel involved in the implementation of the student’s IEP through the provision, on at least a weekly basis, of direct, indirect, and/or support services — • to the student in the general education classroom and/or; • in collaboration with the student’s general education classroom teachers(s).

  10. 4.6.11.3 Preschool Programs for Children With Disabilities (PPCD) and Mainstream Instructional Settings/Arrangements • Page 105 4.6.11.3.1 Community-Based Preschool (3- Through 5-Year-Olds): A preschool student who is receiving special education services in a licensed community childcare facility that is working in a collaborative partnership with your school district also may be coded mainstream, provided that the majority of students in his or her class are students who are not receiving special education services.

  11. 4.6.11.3 Preschool Programs for Children With Disabilities (PPCD) and Mainstream Instructional Settings/Arrangements • Page • 105 4.6.11.3.2 School-Based Preschool, Staff and/or Community Access (3- Through 5-Year-Olds): If your school district establishes a preschool education program to serve preschool age children regardless of eligibility or other criteria, your district may use the mainstream code for a student in the program who receives special education services (other than speech therapy) in the general classroom. However, for the mainstream code to be used for the student, the majority of students in his or her class must be students who are not receiving special education services.

  12. 4.6.11.3 Preschool Programs for Children With Disabilities (PPCD) and Mainstream Instructional Settings/Arrangements • Page 105 4.6.11.3.3 Prekindergarten Program: A preschool student who meets eligibility requirements for prekindergarten (PK) and special education services and is receiving special education services in the PK classroom may be coded mainstream, provided that the majority of students in his or her class are students who are not receiving special education services

  13. 4.6.11.4.2 Funding For a student to generate mainstream special education funding, certified special education personnel must provide direct, indirect, and/or support services (including consultation services) on a weekly basis as outlined in the student’s IEP.  If certified special education personnel are only monitoring student progress, mainstream special education funding cannot be generated. Page 106

  14. 4.7 Additional Guidelines for Instructional Arrangement/Setting Codes Reminder: Base a student's resource room/services or self-contained, mild/moderate/severe, regular campus instructional arrangement/setting code on the percentage of the instructional day that the student receives direct, regularly scheduled special education and related services, as required in a student's IEP, not on the student's disability. If the student’s only special education service is Speech Therapy their instructional arrangement/setting code is 00. Page 107

  15. 4.8.1.2 Indicator Code 2 – Speech Therapy With Other Services • Page 110 For a student to be coded with an instructional setting code of 40 (Mainstream) and a speech therapy indicator code of 2, the student must have: • qualified special education personnel (other than a qualified speech pathologist/therapist) involved in the implementation of the student’s IEP through the provision, on at least a weekly basis, of direct, indirect, and/or support services — • to the student in the general education environment and/or; • in collaboration with the student’s general education classroom teacher(s); and • a qualified speech pathologist/therapist involved in the implementation of the student’s IEP through the provision of direct, indirect, and/or support services — • to the student regardless of the location (general education class or pull-out) and/or; • in collaboration with the student’s general education classroom teacher(s).

  16. 4.14.3 Codes 41 and 42 - Resource Room/ Services Examples The instructional arrangement/setting code for this student should be recorded as 42 in the attendance accounting system, and the speech therapy indicator code should be recorded as 2. Page 122 Example 4: A 4-year-old student with a disability who is not eligible for the prekindergarten program but is eligible for the special education program receives special education and related services (including speech therapy) in the prekindergarten classroom for 3 hours 5 days a week. • The certified special education teacher teaches collaboratively in the prekindergarten classroom with the prekindergarten teacher for the full 3 hours and the full 5 days. • The occupational therapist provides services for 20 minutes twice a week in the prekindergarten classroom. • The speech therapist provides speech instruction for 30 minutes a week in a pull-out setting.

  17. 4.14.8 Code 40 – Mainstream Examples The instructional arrangement/setting code for this student should be recorded as 40, mainstream, in the attendance accounting system. Page 127 Example 1: A student attends all general education classes. However, this student has not been dismissed from special education. Qualified special education personnel are involved in the implementation of the student's IEP through the provision of direct, indirect, and/or support services to the student on at least a weekly basis. The student's IEP specifies the services that will be provided by qualified special education personnel to enable the student to appropriately progress in the general education curriculum and/or appropriately advance in achieving the goals set out in the student's IEP.

  18. 4.14.8 Code 40 – Mainstream Examples The instructional arrangement/setting code for this student should be recorded as 40 in the attendance accounting system, and the speech therapy indicator code should be recorded as 2. Pg 128 Example 6: A 3-year-old student with a disability receives special education services (including speech therapy) in a community-based child care center for 4 hours 5 days a week. The certified special education teacher teaches collaboratively in the community-based child care classroom with the child care provider for the full 4 hours and the full 5 days. The speech therapist provides speech instruction to the child for 30 minutes a week in the community-based child care classroom and provides consultation to the teachers for 15 minutes a week.

  19. 4.14.11 Speech Therapy Indicator Code 2 Examples The instructional arrangement/setting code for this student should be recorded as 40, mainstream, in the attendance accounting system, and the speech therapy indicator code should be recorded as 2. The instructional arrangement/setting code of 40 can be used regardless of whether the direct speech therapy services are provided in the general education classroom or a pull-out setting. Pg 130 Example 3: Based on ARD committee determination, a student receives services and support from a special education teacher in the general education classroom (outside of any services and supports provided through the speech therapy program). The student also receives direct speech therapy services.

  20. 2010 Systematic Noncompliance IEP teams were not properly constituted Parents were not afforded opportunities for meaningful participation IEPs were not calculated to provide educational benefit IEPs did not have all of the required components appropriately documented IEPs were not implemented as written Patterns of service and least restrictive environment violations

  21. 2010 Systematic Noncompliance 7). Evaluations, reevaluations, or REEDS were not conducted appropriately District using RtI after parent requests evaluation without notice of refusal District using RtI without adequate documentation of progress data Eligibility ARDC meeting not held within 30 days of date of report REED not addressed REED addressed but formal evaluation not performed when requested or needed Evaluation not completed with required components

  22. LEA Determinations Determination Elements SPP compliance ( 9, 10, 11, 12, 13) Whether data submitted by LEAs is valid, reliable, and timely Status of uncorrected non-compliance Financial Audits Performance-Based Monitoring (PBM) Program Effectiveness (stage of intervention for the special education program area) State will assign an LEA one of the following Determination levels: • Meets the requirements • Needs assistance • Needs intervention • Needs substantial intervention

  23. Letters to OSEP Schedule of Services RtI for Preschoolers

  24. ASHA: New Documents American Speech-Language-Hearing Association. (2010). Roles and Responsibilities of Speech-Language Pathologists in Schools [Position Statement]. Available from www.asha.org/policy. American Speech-Language-Hearing Association. (2010). Roles and Responsibilities of Speech-Language Pathologists in Schools [Professional Issues Statement]. Available from www.asha.org/policy.

  25. Pg 4 Reasonable Workloads For SLPs to be productive in the many roles and responsibilities for which their expertise prepares them, they must have reasonable workloads. • Therefore, school systems and SLPs themselves must make ethical and judicious decisions, consistent with legal mandates, about the services they provide. • They must balance their scope of work to use their expertise most effectively and efficiently. • New or expanded roles cannot merely be additions to an already full workload.

  26. Range of Roles and Responsibilities Pg 10 Therefore, SLPs must ensure that they assist the students with whom they work to meet performance standards and become productive members of society. To comply with legal mandates, SLPs must determine how students' academic strengths and weaknesses relate to speech, language, and communication disorders. To do this, SLPs collect relevant student data in various contexts, develop intervention plans, and provide services in collaboration with others to meet students' educational needs. Consistent with the federal mandate, a continuum of services must be designed to serve students with disabilities in the LRE.

  27. TSHA Eligibility Template Webinars www.esc11.net/is/jkatz

  28. Sunset What changes can be made through the Sunset process? • The State Board of Examiners would be abolished automatically unless the Legislature passes legislation to continue its functions. Legislation to continue licensure may include changes designed to promote efficiency, effectiveness, fairness, and accountability to protect the public

  29. EBP Update 1. Choosing the language of intervention for Spanish–English bilingual preschoolers with language impairment. EBP Briefs 2. Remediation of phonological disorders in preschool age children: evidence for the cycles approach. EBP Briefs. 3. Pharmacotherapy and Children With Autism Spectrum Disorder: A Tutorial for SLPS. LSHSS 4. Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children LSHSS 5. Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School Age Children. LSHSS 6. Measuring Pragmatic Language in Speakers With Autism Spectrum Disorders: Comparing the Children's Communication Checklist2 and the Test of Pragmatic Language. AJSLP 7. A Review of Stuttering Intervention Approaches for Preschool-Age and Elementary School-Age Children. CICSD

  30. Choosing the language of intervention for • Spanish–English bilingual preschoolers with • language impairment. • Bedore, L. M. (2010). EBP Briefs 5(1), 1–13. • Clinical Question: What is the most effective approach to treating bilingual children with language disorders? Primary Results: • (1) Bilingual children make progress in both bilingual and English-only programs. • (2) Bilingual children are more likely to make gains in both of their languages if they continue to use both languages. • (3) Treated children were more likely to learn the targeted language forms in their dominant language. • Conclusions: Maintaining the home language enables parents to support language development in a way that they may not be able to if their children are enrolled in an English only school setting.

  31. Hassink, J. M. & Wendt, O. (2010). • Remediation of phonological disorders • in preschool age children: evidence • for the cycles approach. • EBP Briefs 5(2), 1–7. Clinical Question: Does the Cycles Approach result in effective remediation of phonological disorders? Primary Results: (1) Treated children demonstrated improved consonant production in conversational contexts. (2) Treated children with less severe phonological and language impairments improved in both domains. (3) Earlier intervention resulted in greater outcome improvement. Conclusions: Evidence for the efficacy of the Cycles Approach is limited. The best evidence available suggest that this approach is effective with children who exhibit severe phonological disorders both in isolation and in combination with other language disorders.

  32. Pharmacotherapy and Children With ASDMethod: This clinical resource was compiled to support SLPs who need to understand the functions and effects of medications that have been prescribed to a child with ASD to whom they have or will be providing assessment and intervention services.*Lists of side effects by drug class Pharmacotherapy and Children With Autism Spectrum Disorder: A Tutorial for Speech-Language Pathologists Lang Speech Hear ServSch 2010;41;367-375; originally published online Jun 11, 2010; Trisha L. Self, LaDonna S. Hale, and DaiquirieCrumrine

  33. Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten ChildrenClinical Questions: 1. Will 500 minutes of intervention focused on conversation strategies that include the use of rare words, linguistic recasts, and open-ended questions by adults increase the vocabulary levels of young children2. Will this conversation Intervention impact children initially have low vocabulary levels?

  34. Hilary P. Ruston, and Paula J. Schwanenflugel • Effects of a Conversation Intervention on t • he Expressive Vocabulary Development of • Prekindergarten Children Lang Speech Hear • ServSch 2010;41;303-313; originally • published online Jun 11, 2010 • Range of income, average or below average vocabulary-Talking buddies: *let child lead *active listening *wait time *conversation starters • EVT- Expressive Vocabulary Test • Suggested applications: • Talk Center -Eat with Teacher days -At risk

  35. -Only 5 studies met the criteriaThe unavoidable conclusion is that clinicians have little research evidence on which to base decisions about service delivery options. -No conclusions are justified. -No high quality evidence is available.Recommend: -Must use most natural setting possible (LRE) -Rely on “reason –based practice and your own data Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School Age Children Flynn, Maureen Staskowski, T. Zoann Torrey, and Deborah F. Adamczyk Frank M. Cirrin, Tracy L. Schooling, Nickola W. Nelson, Sylvia F. Diehl, Perry F Lang Speech Hear ServSch 2010;41;233-264; originally published online Apr 26, 2010

  36. Pragmatics • CCC-2: parent report & TOPL- standardized test • 16 High Functioning ASD and 16 control group given both tests • CCC-2 identified 13ASD TOPL identified 9 with ASD • Neither identified any in the control group • CCC-s was substantially more effective at identifying pragmatic • language impairment in high functional ASD than the • TOPL (more sensitive) Measuring Pragmatic Language in Speakers With Autism Spectrum Disorders: Comparing the Children's Communication Checklist2 and the Test of Pragmatic Language Joanne Volden, and Linda PhillipsAm J Speech Lang Pathol 2010;19;204-212; originally published online Mar 10, 2010

  37. Stuttering Intervention Approaches Conclusion:Need more research • For children younger than 6, response-contingent approaches are the most effective. • Lidcombe Program rated as the best • response-contingent program for preschool • children who stutter. A Review of Stuttering Intervention Approaches for Preschool-Age and Elementary School-Age Children Aimee Sidavi, Renee Fabus CONTEMPORARY ISSUES IN COMMUNICATION SCIENCE AND DISORDERS • Volume 37 • 14–26 • Spring 2010

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