Speech/Language Action Plan -3 goals

1. We will increase SLP skills, competencies, efficiency and effectiveness for service delivery. SLPs will have the knowledge and tools to provide effective, equitable, consistent interventions to students across the agency. SLPs will use a variety of common tools and techniques for progress monitoring at the supplemental, I-Plan, IEP and IFSP level. Speech/Language Action Plan -3 goals

2. Matrix-Reloaded The Grand Opening! SLP Service Delivery Guidelines

3. Stimulus and Teamwork • Early Access- Sue Levasseur/Anne Steffensmeier- • Karen Easton and Karalee Cole • Early Childhood- Deb Hollensbe • Donna Claflin, Victoria Klein-Gerard • K-2- Terri Ford • Connie Cranny, Sandy Pacha, Becky Hays • 3-5th - Kim Smith • Andrea Miller, Emily Haas, Laura Post • Level 2-3- Jen Kaiser • Helen Nagel, Connie Cranny, Mikki Graykowski, Jill Klein, Renee Moravec, Melissa Grennan, Sheila Matheson, Patty Sorsby • And special thanks to Stacy Behmer Technology

4. Balancing Consistency with Flexibility • This is not intended to be a one size fits all. The individuality of your children, families and schools is respected and your professional judgment is very much valued and necessary.

5. The tour On a Google site- Organized by Iowa core groups Early Access Early Childhood K-2 3-5 Level 2 Will later add 6-12 and specialty areas

6. SLP Mess- Initial Work Few Standards Of Service Independence and Isolation Increased Time Demands Need flexibility But have too much flexibility Poor Marketing Poor Efficiency Increased diversity of students Continual change of paperwork requirements Unclear expectations Increased diversity of services provided

7. Organizing questions • What are the tough balancing acts you never seem to get right?  • What trade offs are you making to fit it all in? • What is a “can’t do” that needs to be a “can do?” • What do you foresee as the problem of the future? • In the ideal situation, what would you like to let go of? • What would you like to put in its place? • Ideally, how would you like to be supervised? • How would you see us organized across the discipline to address the diversity and geographic area?

8. Time Issues

9. Other Interrelated issues Materials Space Scheduling changes and complexity Flux of workload Professional development Morale Consultation Collaboration Increasing complexity Direct services

10. Progress on Plan

11. Questions for SLP work- February • What are the specific results we must produce for __________________(client group)? • What services do we already provide that would produce those results? • What sub-group of our clients are we under-servicing? • What services would we need to meet those needs? • What roles would need to be played to ensure the client’s needs are met? • In order to do this, what supports do we need from the AEA and what do we need to learn?

12. The big question! • How might we organize SLPs to meet our client’s needs?

13. Realignment: General trend in responses • Dividing our SLPs into groups • Age groups • Iowa core groups • Specialty areas • Increasing emphasis on consult especially at higher grade levels • Shifting our FTE resources into younger age groups

14. Where do we go from here: • We will take the information back to the core group • We will look at data from the state report and from IEPs • We will gather FTE for the various age groups. • We will study a work load approach

15. Workload approach: suggested by ASHA • Schedules activities rather than students • Takes into account all 4 Activity Clusters • Direct services to Students • Instruction, intervention and evaluation • Indirect services to support students participation in LRE and Gen Ed • Indirect services to implement IEP • Activities of compliance and participation in a learning community

16. How does the data compare in the percent of “speech only” vs “instructional w/speech” IEPs from 2002 – 2007 across the four age categories (below)?