WVDE State Update 2011 Speech-language Pathology Services in WV Schools

WVDE State Update 2011 Speech-language Pathology Services in WV Schools WVSHA ANNUAL Convention March 31, 2011 Kathy Knighton, Program Coordinator Office of Special Programs West Virginia Department of Education kknighto@access.k12.wv.us

AGENDA • West Virginia Department of Education • Office of Special Programs (OSP) • WVDE Update • OSP Update • WV School Data Report • Upcoming Events • “Hot” Topics • Review of SLP Best Practices Guidance Document • Next Steps

West Virginia Department of Education • Dr. Jorea Marple, State Superintendent of Schools • Dr. Jack McClanahan, Deputy Superintendent • Robert Hull, Assistant State Superintendent • Division of Curriculum and Instruction • Pat Homberg, Executive Director • Office of Special Programs • Dr. Sandra McQuain , Assistant Director • Financial and Data Issues • Phyllis Veith, Assistant Director • Literacy Initiatives • Ghaski Browning, Assistant Director • Special Education - Monitoring and Compliance

Office of Special Programs (OSP) Staff • Annette Carey, Ruth Ann King • Vision, Hearing & Deafblind • Frances Clark • PBS, Autism, Behavior • Ginger Huffman, Preschool • Mary Pat Farrell, MI, Co-teaching • Lanai Jennings, Data Manager • Linda Palenchar, RTI/LD • Betsy Peterson, Parent Coordinator • Vicki Mohnacky, Medicaid • Ellen Oderman , SIG • Karen Ruddle, Transition • Allen Sexton, Online IEP • Valerie Wilson, Technology • RTI Specialists • Complaint Managers • Lorraine Elswick • Kathy Hudnall • Monitors • Debbie Ashwell • Susan Beck • Matt Dotson • Anne Monterosso

WVDE/OSP UPDATES • WVDE/OSP WEBSITE: http://wvde.state.wv.us/osp • OSEP Federal Monitoring • Response to Intervention (RTI) • Statewide Training/Middle/High School • Parent Flyer • RTI SPECIALISTS • ECPBS (Early Childhood Positive Behavior Supports) • Francie Clark/Ginger Huffman • On-line IEP Form -Allen Sexton • Visual Phonics –Annette Carey • Communication Matrix Training • Alternate Identification and Reporting (AIR) Project • Demonstration and evaluation of IDEA entitlements without disability labels

WVDE/OSP UPDATES Autism Focus • WV Autism Collaborative Community of Practice • WVDE, Autism Training Center, Marshall Graduate College, WVU • Develop guidance for LEA personnel serving students with Autism Spectrum Disorder (ASD) • Provide decision making guidance that incorporates current research • Outcomes • Training to administer the Autism Diagnostic Observation Schedule (ADOS), the definitive assessment instrument for ASD • Best Practice Document • Provide professional Development to counties • Autism Academies (on-going) • School Outreach Trainer (Autism Center) • Expand web based resources

WVDE School Data Report • WV DATA ANALYSIS (2010-2011) 12/1 IDEA CHILD COUNT • WV Total School Enrollment 282,130 • Students with Disabilities 45,007 15.95% • Preschool Special Needs 2,026 0.72% • Specific Learning Disabilities 12,148 4.31% • Speech/Language Impairments 14,735 5.22% (unduplicated) • Autism 1,381 0 .49% • Behavior Disorders 1588 0.56 • Other Health Impaired 4995 1.77% • http://wveis.k12.wv.us/nclb/pub/ • PERSONNEL • 502.71 SLPS/ 29 Speech Assistants • NATIONAL BOARD CERTIFICTION • Totals: SLPs – 307 Audiologists – 8 • Scottie Ford, Office of Personnel Preparation

UPCOMING EVENTS • ASHA Conferences • 2011 Schools Conference: July 8–10National Harbor, Maryland • Annual Convention: November 17–19, 2011San Diego, California • CAMP GIZMO : July 9-14, 2011 • WV Schools For Deaf/Blind - Romney, WV • WVDE Phonemic Awareness Project • Refresher Training • August 2011 • WV Technology Conference • August 2-4, 2011 • Morgantown Waterfront Hotel • 2011 Celebrating Connections: Feb. 22-25 • Charleston Civic Center

“HOT TOPICS” • Critical Personnel Shortage • Cost of Contracted Services • Over Identification of SLI Students • Articulation • Universal PreK • Expanded Preschool Population • Low Dismissal Rates • Ineffective Scheduling • Inconsistent Program Implementation • Role of SLP in Literacy Initiatives • On-line IEP and Speech • Related Services on Speech-only IEPs • Increase in Autism Population • Assistive Technology • Funding • Training • Medicaid • CEUs • HealthCheck

Speech-language Pathology: Services in WV Schools Guidelines for Best Practice Kathy Knighton Office of Special Programs West Virginia Department of Education kknighto@access.k12.wv.us

PURPOSE • SLP RESOURCE • Clarify State/federal regulations • Reflect Best Practice • Improve Consistency • Assist SLPs, special education directors and school administrators: • Facilitate speech-language services in their schools • Improve outcomes for SLI students • Special education practices and procedures for students receiving speech/language services are explained and clarified. • Reference for SLPs/administrators regarding the delivery of services to students with speech-language impairments and the role of the SLP.

SLP WORK GROUP MEMBERS • Alice Akers – Logan County • Tondra Elkins – Mingo County • Marsha Fink – Raleigh County • Lisa Jackson – WVSHA / Raleigh County • Nancy Laughlin – Marion County • Cheryl Prichard – WVU • Bernadette Rush – Harrison County • Kerynn Sovic – Jackson County • Anna Smith – Putnam County • Janet Stone – Monongalia County • Terri Stark – Cabell County

CONSIDERATIONS • FORMAT • Summary Recommendation of Speech Forums • State Guidance Documents • CONTENT • Reflect best practice • User-friendly • Comprehensive, but not overwhelming • WV Specific Issues • RESOURCES • ASHA Resources • Web-based resources • National/state resources

TABLE OF CONTENTS • ACKNOWLEGEMENTS • FOREWORD • INTRODUCTION • FEDERAL/STATE REGULATIONS • IDEA • Policy 2419 • ROLE OF THE SLP • Responsibilities Not Within the Role • WV SPECIAL EDUCATION PROCESS: SPEECH-LANGUAGE • Identification and Referral • Evaluation/Reevaluation • Eligibility • Individualized Education Program • Service Delivery • Scheduling

TABLE OF CONTENTS……… • MANAGEMENT OF SPECIAL POPULATIONS • Auditory Processing Disorder (APD) • Autism • Childhood Apraxia • Cochlear Implant • Deaf/ Hard of Hearing • Dysphagia • English Language Learners • PROGRAM IMLEMENTATION • Assistive Technology • WV Early Childhood Education • Literacy • Response to Intervention • Medicaid • Section 504

TABLE OF CONTENTS….. • PROGRAM IMPLEMENTATION • Personnel • National Board Certification • Use of Speech Assistants • Coordination: School Based Programs • Facilities REFERENCES APPENDICES • Glossary/Acronyms/Online Resources • Multi-tiered Model for Speech/Language Services • WV Policy 2419 Eligibility Criteria • Examples of Severity Rating Scales

FEDERAL/STATE REGULATIONS • Individual with Disabilities Act (IDEA) • Federal special education legislation • Entitlement for SWD • Free appropriate public education (FAPE) • Framework for the special education process to provide FAPE • Provides federal funding to states for special education • WV State Board Policy 2419: Regulations for the Education of Students with Exceptionalities in WV • State special education policy • Ages 3-21 and gifted students • Speech-language Impaired

ROLE OF THE SLP IN SCHOOLS • GOAL: Maximize the potential of students as communicators within the educational environment. • Changing Roles/Responsibilities • Emphasize SLPs work with parents, teachers, administrators and others

ROLES/RESPONSIBLITIES: SLP • Identification of speech and/or language problems • Screening, appraisal and diagnosis • Refer for medical or other professional attention • Provisions of speech and/or language services for the prevention of communication impairments • Counseling and guidance for parents, children, and teachers regarding speech and/or language impairments. • Participate in the county Child Find system • Participate in SAT teams • Administer State Assessments • Participate in eligibility, evaluation and IEP Teams • Intervention with students with communication disabilities • Caseload management (scheduling, grouping, service delivery) • Facilitate implementation of assistive technology • Documentation • Participate in Faculty Senate and other school groups • Supervision of speech assistants • Ongoing professional development • Maintain professional certification • Appropriate intervention in literacy models (RTI)

RESPONSIBILITIES NOT WITHIN ROLE OF SLP • Substitute teaching in the general /special education classroom. • Teaching English to ESL/ELL students. • Primary provider in reading intervention. • SLPs are not credentialed as reading teachers but should participate in appropriate literacy interventions as expertise and experience dictates. • Primary provider for students with selective mutism (does not preclude collaborative efforts). • Provide speech therapy for students who are homeschooled unless determined by school district. • SLPs may be assigned school duties/responsibilities as needed • duties should not conflict with IEP implementation or professional responsibilities.

WV SPECIAL EDUCATION PROCESS • Outlines the special education process and requirements in West Virginia • Focus on the provision of services to students with speech-language disorders • Specific implementation practices may differ in county school districts

IDENTIFICATION: SCREENING • CHILD FIND • Locate, identify , evaluate SWD ages 3-21 • Coordinate w/ WV Birth to Three Programs for children ages birth to three years • SCREENING (Policy 2419 / WV State Code §18-5-17 ) • Annual screenings: vision, hearing, speech and language • Students entering preschool/kindergarten/WV public/private schools • Developmental screening upon request of a parent or guardian • 30 days of the written request • Children identified through the screening referred for further evaluation. • PUBLIC NOTICE REQUIREMENT • 10 days prior to initiation of screening, provide public notice of the screening • include purpose, types and dates of screenings and the means for parents to request their child not participate.

IDENTIFICATION AND REFERRAL • Follow up / Re-screening : Responsibilities of SLP • Refer for evaluation, if appropriate • Refer to SAT, inform parents, refer to an outside agency • Results documented/recorded in a consistent manner • WVEIS procedures (New Screen on WVEIS) • “At risk” rescreened as appropriate and results documented • Staff development for teachers : speech-language referrals • Teacher friendly materials including , developmental norms, etc. • Hearing Screening • Conducted by Audiologists, SLPs, school nurses, other qualified personnel • Audiologists meet periodically with the personnel • Ensure reliable/valid screening techniques are used • Audiometers appropriately calibrated.

IDENTIFICATION: HealthCheck Initiative • WV HealthCheck (Kids First) Initiative • Medical home for children in WV • Includes: height, weight, hearing, vision, speech, language, growth and development • Most children receive wellness exam free of charge • Parents/guardians bring the Health Check form to public schools for pre-enrollment events • HealthCheck and Child Find Requirements • Health Check is sufficient to meet enrollment requirements • May suffice for Child Find purposes as indicated in Policy 2419. • Collaborate with Health Check medical providers • Refer to county HealthCheck procedures • WVDE Contact: Rebecca King (rjking@access.k12.wv.us) • “Tools for Schools” HealthCheck Memo http://wvde.state.wv.us/osp/speechlanguage.html

IDENTIFICATION AND REFERRAL • Student Assistance Team (SAT) • Membership: at least 3 persons • school administrator, current teacher other appropriate professional staff • Student referral by teacher/other • Students identified during screening • do not require SAT • referred for evaluation by the SLP according to county procedures • Private/Religious Schools • School District: Locate, identify , evaluate students suspected of needing special education enrolled in county private schools. • provision of special education /related services determined in collaboration with the private/religious school • SERVICE PLAN - rather than IEP • Parent and Other Interested Persons or Agencies • School-aged students: • county must receive and process written referrals in accordance with SAT process • Preschool, home-schooled , private school referrals • processed directly by special education director or designee.

EVALUATION AND REEVALUATION • Evaluation Team • Responsible for making decisions regarding a multidisciplinary evaluation and assessments • Evaluation Procedures and Instruments • Parent required participant • Conduct with or without holding a meeting. • If requested by the parent, a meeting will be held. • Variety of assessment tools /strategies • No single measure or evaluation used as sole criterion • Technically sound instruments • Assessments and other evaluation materials must be • Not discriminatory on a racial or cultural basis • Provided and administered in student’s native language • document attempts to provide a qualified examiner • Used for purposes for which they are valid and reliable • Administered according to instructions • Comprehensive enough to identify all special ed needs

EVALUATION AND REEVALUATION • Selection and administration of tests for students w/ impaired sensory, manual or speaking skills should be selected accordingly. • Accurately reflect student’s abilities • Include accommodations, such as assistive technology, etc. • Consent • Written parental consent within 5 school days • School/county designates person responsible for documentation /process • SLP usually responsible for obtaining consent for speech only referrals • Evaluation conducted - EC convened within 80 days • Timeline does not apply when • (1) parent fails/refuses to produce student for evaluation • (2) student enrolls in another district prior to EC • Parent fails to respond within 10 school days of the initial request • Mail or hand-deliver a second notice. • Parent fails to respond –document reasonable measures • Parent refuses consent – may use mediation or due process • (Unless student is in a parental private placement or home schooled.)

EVALUATION AND REEVALUATION • Reevaluation • Within 3 years of the date of the last EC • More frequently if requested by the parent/educator • Existing data reviewed including • Current IEP, therapy logs, evaluations, information provided by the parent; assessments/observations • May be conducted without holding a meeting - complete Reevaluation Determination Form • Prior Written Notice (PWN) • Written notice informing parent of district’s proposal /refusal to initiate/change student’s identification, evaluation, educational placement or provision of FAPE • Provided within 5 days prior to implementing the proposed action …… unless related to a disciplinary removal which must be on provided on the same day. • PWN is provided for: • initial evaluation, reevaluation, initial placement • notification of eligibility, IEP amendment, • annual IEP revision, age of majority, suspension/expulsion, • results of revocation of consent.

SPEECH/LANGUAGE ASSESSMENT • Conducting a Comprehensive Assessment • Assessment: process of data collection and gathering evidence • Evaluation: brings meaning to data through interpretation and analysis • Balanced: Use of standardized and nonstandard assessment measures • Student-centered, functional, descriptive, • How current speech/language skills adversely affect the student’s educational performance. • Use and Selection: Norm-Referenced Tests • Multiple norm-referenced tests only as accurate as the results of the least accurate test selected • Use of a single, well-validated, reliable measure, normed on a population comparable to that of the target student more effective • Assessment Adaptations • Disability/other issues may interfere with test administration protocol • Adaptations such as enlarging the text or pictures, IntelliKeys, sign language • Any deviation from the standard administration must be reported in the evaluation report.

ASSESSMENT MEASURES • Norm-referenced tests • Criterion-referenced measures, • Curriculum-based assessment (including developmental scales), • Dynamic assessment, • Parent, student, teacher interviews and checklists • Observations of the child in the educational environment • Case History • Review of student file for case information • Written language samples, • Oral language samples • Ratings of intelligibility of speech. • Observation in several settings for students for whom there are fluency or pragmatic concerns • Oral-motor evaluation

ASSESSMENT RESULTS • Assessment Adaptations • Report should reflect that standard scores, percentiles, etc. could not be used and the test was administered for informational purposes. • Any variation from the test directions is a non-standardized administration • Must be clearly stated in the evaluation report • Reports from other professionals • Audiological Reports • OT/PT • Interpretation of Assessment Components • Interpret data to create a picture of a student’s speech-language skills • Do not rely on any one piece of information or assessment source. • Identification of strengths and weaknesses

SPEECH-LANGUAGE REPORT • History • Recent hearing screening • Oral exam • Evaluation results • Observations • Strengths/Weaknesses • Preferred mode of communication (oral, sign, augmentative communication) • Assessment results fully explained • Existing and predicted impact of speech-language impairment on the child’s ability to access and progress in the general education curriculum • Child’s emerging abilities may serve as prognostic indicators in determining his/her potential for improvements • Recommendations

ELIGIBILITY • EC within 80 days of receipt of consent • Membership: parent, administrator or designee, teacher and appropriate personnel with expertise in the areas evaluated. • SLP must be included when speech-language evaluations have been conducted • For a speech-only EC meeting, the SLP may act as the administrator designee and the special educator. • IDEA: Students progress in the general curriculum. • EC determines “child with a disability” - not due to lack of instruction or limited English proficiency • Information from a variety of sources

ELIGIBILITY • Determine adverse impact on educational performance • Disabilities that do not adversely impact the child’s educational performance do not qualify the child for services under IDEA. • Speech- language pathology services may be considered as special education or a related service • When more than one exceptionalityis present • EC determines primary exceptionality based on adverse impact and progress in the general curriculum • Policy 2419 outlines the specific categorical requirements and criteria for eligibility considerations in WV

ELIGIBILITY • Three-Prong Test of Eligibility • Meets State Eligibility Requirements: (Refer to Policy 2419) • Experiences Adverse Effect on Educational Performance • Based on presence of a disability resulting in need for special education and related services, not on the possible benefit from speech-language services. • Document adverse educational impact • Needs Special Education: Specially designed instruction is required to meet needs of the student • If EC determines that the child is not eligible… • Information relevant to instruction provided to the child’s teacher or appropriate committee.

ELIGIBILITY CONSIDERATIONS • Determination of Adverse Impact • Consideration must be given to the academic, vocational, and social-emotional aspects of the speech-language disability. • Preschool Criteria Considerations • Case history • Assessment in various environments. • Hearing screening for preschoolers is critical due to the high incidence of fluctuating or permanent hearing loss. • Consistent nondevelopmental phonemic errors or phonological processes • Unintelligibility to significant members of the child’s home and/or school environment. • Articulation or phonological processes/patterns that cause significant concerns to the child, which may limit social, emotional, or academic functioning.(ASHA)

ELIGIBILITY CONSIDERATIONS • Students with Significant Disabilities • Based on individual needs !! • Verbal communication not an effective means of communication, • Need for an alternative means of communication must be considered • Functional communication • Cognitive Referencing • Comparison of IQ scores/language scores to determine eligibility • Inconsistent with IDEA’s requirement to determine services based on individual needs (ASHA, 2000). • Speech-Language Severity Rating Scales (SRS) • Tools for describing the severity of a speech-language impairment, communicating with eligibility and IEP team members, and providing consistency (refer to Appendix). • Professional Judgment

INDIVIDUALIZED EDUCATION PROGRAM • Special education/related services necessary to meet the unique educational needs of student • Required membership in Policy 2419 – within 30 days • SLP on team for any child with a speech-language impairment • Special considerations: Policy 2419 • Present Level of Performance (PLEP) • Foundation for IEP - Identifies strengths and weaknesses. • Describes how student’s speech-language impairment affects involvement/progress in the general curriculum • Performance in academic/functional areas. • Written in language understandable to all • Test scores self-explanatory or an explanation included. • Sources of information: formal tests, informal tests, observations, anecdotal reports, curriculum-based assessments, interviews, and checklists • Preschool students: • Include how speech-language impairment affects participation in appropriate activities

INDIVIDUALIZED EDUCATION PROGRAM • Annual Goals • Measurable goals developed from PLEPS • Designed to meet speech-language needs and enable progress in general curriculum (or in age appropriate activities for preschool children). • What do we want the child to be able to do in a year? • Include timeframe, condition, behavior and the evaluation procedure with performance criteria. • WV Alternate Performance Task Assessment (APTA) • Each goal must have at least two benchmarks/objectives • Access to General Curriculum • SLP must have a understanding of the WV CSOs • identify effect of any speech-language disorder on student’s academic performance, • become familiar with the grade-level curricula developed • integrate their services with the general education curriculum. • Instructional materials used by the student provide the best source of materials for school-based SLPs

INDIVIDUALIZED EDUCATION PROGRAM • Transition • Considered for all students including students who have a speech-language impairment. (age 16) • IEP Team discuss the child’s goals and how he/she will prepare for adult life. • Services • Completed after goals written • Based on student needs to meet annual goals and progress in the general curriculum, • Related services; supplementary aids and services for student, or those provided by school personnel on behalf of student; • Program modifications in instruction and assessment. • Beginning and ending dates, frequency, location, and duration of services; extent of participation in general education

INDIVIDUALIZED EDUCATION PROGRAM • State Assessment • Completed for all children enrolled in a grade level requiring an assessment • Accommodations same as those used in instruction and assessment during the year • Reporting Progress • Follow local procedures and timelines for reporting progress. • Progress must be reported for each annual goal as indicated in the student’s IEP. • IEP Reviewed Annually • ONLINE IEP • Purpose: guide instruction and increase the capacity of special /general educators to provide more effective instruction for students with disabilities. • Decision making process aligned to the WV CSOs.

DISMISSAL • Responsibility of the eligibility committee (Policy 2419) • Unless Speech is related service – then IEP • Considerations for Dismissal: • Student met IEP goals. • Parent submits written request to exit student from service. • Within 5 days – provide PWN to parent and cease services. • Intervention no longer results in measurable benefits, • Student unwilling or unmotivated to participate in therapy. • Extenuating circumstances such as medical, dental, social, etc. • Disorder no longer has an adverse affect on educational performance. • No longer needs special education or related services to participate in the general curriculum.

DISMISSAL • EC team reviews existing data collected from a variety of methods • Performance data collected during sessions • Formal/informal assessments • Teacher observation/reports • Parental reports of performance outside the school environment • Student self-reporting • Parent does not agree with the recommendation for dismissal given PWN – services cease. • DOCUMENTATION!!

CASELOAD • Caseload size not mandated by federal regulations • Determined by state • WV maximum caseload of 50 students for SLPs • Includes all students eligible for special education/related services (duplicated and unduplicated). • Caseload maximum should be lower for part-time personnel or persons assigned other responsibilities in proportion to the amount of time spent as a service provider such as: • SLPs supervising speech assistants • Lead SLPs who have administrative responsibilities • SLPs assigned preschool or severe populations that require additional time for technology and classroom consultation • SLPs responsible for phonological awareness intervention

CASELOAD • Travel time MUST be considered when caseloads and extra duty assignments are determined. • (refer to Policy 2419, chapter 6, section 4-B.) • Waivers to maximum limits may be requested in writing • May require on-site visit, will be considered on a case-by-case basis and remain valid for the current school year only • Waivers should only be considered in the most extreme situations when other options are not available and will not be issued without documented justification.

SERVICE DELIVERY • Effective service delivery is dynamic and changes with the needs of the students. • Services provided directly to the student or indirectly through consultation • IEP team makes decision about the type and amount of direct and indirect services • Decisions based upon PLEPS progress made in services received to date, assessment results, IEP goals, and any objectives/benchmarks. • Collaboration with parents, general educators, special educators, and other service providers. • Direct Services • Pull-Out Therapy • Integrated Therapy • Individualized service in a less restrictive setting – student not removed from classroom • SLP has exposure to classroom communication including: levels of adult and child communication ,daily routines, language of the curriculum, vocabulary demands, and the student’s coping strategies. • General/special education teacher and SLP jointly plan, teach, and assess progress within the classroom setting.

SERVICE DELIVERY • Indirect Services or Consultative • Provided when IEP specifies support for school personnel on behalf of the student • Providing information/demonstrating effective instructional and facilitation procedures • Analyze, adapt, modify, and create instructional materials /assistive technology for targeted students • Monitor the student’s progress • Consultative services may be provided to family members • Community-Based Instruction • Facilitates the development of skills that are required for success in life. • Opportunities to practice daily living /work skills in a community setting • SLP may participate in generalization of skills or provide consultation to teachers

SERVICE DELIVERY • PRESCHOOL STUDENTS • Consider student’s preschool environment • Extent communication needs will be met • Prior to “pulling-out” preschool students , collaborate with the PreK teacher regarding the most appropriate intervention • Strong language based interventions in the class implemented daily provide an opportunity for students with delayed language skills to acquire these skills • SLP and teacher observe and monitor the student’s progress to determine if a referral for more intense intervention is needed. • Homebound Students • Follow County Procedures • Home Schooled Students • Follow County Procedures

STUDENTS with SIGNIFICANT DISABILITIES • Should be based on individual needs of students • Functional Communication IN the Educational Environment • Expected communication outcomes • Increased access to learning and greater independence and participation in home, school, work, and community. • Intervention • Include assistive technology, environmental modifications and instruction of communication partners. • Limited use of “Pull-Out” Model for service delivery • Interdisciplinary team should offer services and supports • Parent Consultation

SCHEDULING • Flexible approach to service delivery • Minutes of therapy reflected per month, rather than per week • Provision of intense services early in the year, with the amount of time reduced later in the year • Scheduling students on a monthly basis • SLPs must always provide the total amount of service written on the IEP • Use of a range is not considered acceptable • Service provider and the parents may view the expected time requirements differently. • SLPs and their administrators of special education should work together to discuss new scheduling formats prior to implementation. • Make-up Therapy OSEP Letter

WVDE State Update 2011 Speech-language Pathology Services in WV Schools