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3:1 Service Model

3:1 Service Model. Changing the Way SLPs Make a Difference…. ASHA’s View. The 3:1 service model has been supported by the American Speech Language and Hearing Association since 2002 because this service model aligns with the NCLB (No Child Left Behind) legislation

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3:1 Service Model

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  1. 3:1 Service Model Changing the Way SLPs Make a Difference…

  2. ASHA’s View • The 3:1 service model has been supported by the American Speech Language and Hearing Association since 2002 because this service model aligns with the NCLB (No Child Left Behind) legislation • The Osseo School District SLP’s have been using this model since 2005

  3. What it is NOT: • An “off” week • A “paperwork” week • An “assessment” week • A week you do not see students

  4. What it is: • Flexible, block scheduling each month 3:1 • 3 weeks direct, 1 week collaborative (indirect) 3 ½: ½ • 3 weeks direct, 1 week ½ direct, ½ collaborative 4:0 • 4 weeks direct, 0 weeks collaborative YOU CHOOSE!!! ALL SLPs use the same direct/collaborative week schedule throughout the school year!!! (e.g. first week of every month)

  5. Planner Pass

  6. Why? • The 3:1 model is a more efficient way to complete all the direct and indirect components of a Speech/Language Pathologist’s job in a timely/monthly way. • In other words… students are still seen the number of minutes stated on their IEP BUT there is a designated monthly time for teachers, parents, and the SLP to collaborate and improve the student’s ability to carry-over skills.

  7. Possible Collaborative Week Activities • Consult with teachers • Consult with ESPs • Consult with parents • Consult with other specialists • Consult with outside agencies • Develop materials for student use at home • Develop materials for student use in classroom • Complete student evaluations • Provide direct service to students • Complete due process paperwork • M.A. logging • Participate/facilitate special ed. meetings • Participate in small group workshop/instruction • Analyze student's data toward achievement of goals

  8. It’s a Team Effort What can you do to help the students achieve???

  9. PLC Reflections • It’s the busiest week of the month • It’s our chance to see students in their learning environments • SLPs can give feedback/ideas to classroom teachers • SLPs can adjust speech/language programming to better meet student needs & to align with curriculum • It’s a student’s chance to see us outside of the speech room • Helps them remember to carry-over skills • Allows for collaboration/consultation time with other speech pathologists • Allows time to develop home programs and track progress at home

  10. Is it Working???

  11. Evidence of Success • The SLPs using this service model for the past 3 years in our district feel that it is TREMENDOUSLY successful. • Improves quality of service for students • Quality collaboration happens between teachers, parents, student, and SLP • Improves SLP morale • Many students achieve their goals more quickly • Intervention can be aligned with classroom curriculum • Teachers become actively involved in the carry-over of speech/language skills

  12. Behind the Scenes… • Monthly PLC team meeting to discuss pros/cons of the service model for the past 3 years • Student success/struggles • Monthly problem solving • Shared PLC folder that contains 3:1 documentation forms and carry-over activities • PLC has created a “master list” of student materials for classroom and home use

  13. “Collaborative week” is evolving into a “collaborative mindset” The freedom to get many things done actually increases our service time with kids and makes us more efficient. PLC Members: Wendy Ames, Laura Ellos, Joyce Johnson, Traci Ohlenkamp, Alice Olson, Carol Root, Kelly Strombeck, Joan Waldschmidt, & Dawn Walkley Additional 3:1 Providers: Sue Dobratz, Sandy Eide, Lisa Fanfulik, Beth Johnson, Denise Lowe, Cindy Meester, & Pamela Tarasar

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