3:1 Service Delivery Model for Speech/Language Services

1. 3:1 Service Delivery Modelfor Speech/Language Services Knox County Schools February 16, 2012

2. Don’t limit a child to your own learning, for he was born in another time. ~ Rabbinical saying

3. The world is changing.

4. Laws are changing. IDEIA

5. Families are changing.

6. Students are changing.

7. We . . . are changing too.

8. Knox County SchoolsSpeech and Language Department Exploring our Changing Role

9. Today’s 21st Century Learner needs: • Increased collaboration among professionals • Increased curriculum connections • Increased parent communication and education • Increased access to technology • Increased opportunities for generalization of skills

10. Speech and Language Disorders can affect: • Reading – phonological awareness, decoding, comprehension • Math – language concept words, processing • Science/Social Studies – vocabulary, comprehension • Social Interactions – ability to get along with and interact with others, to initiate and maintain relationships • Adaptive and Prevocational Skills – learning behaviors • Countless other skills that are impacted throughout a student’s academic day

11. How do we best meet all of these student needs? • Direct Therapy – specific skills addressed in a small group or individual setting either traditional weekly or high frequency intensive • Inclusion – working on skills within the student’s typical classroom environment • Consultation – providing support to teachers and parents • Observations – providing input regarding classroom learning styles and modifications, as well as, need to pursue further support services

12. How do we decide what’s best? INDIVIDUALIZE! Every child is different.

13. Introducing the 3:1 Service Delivery Model

14. Why the 3:1 Model? The 3:1 Service Delivery Model allows us to individualize service delivery based on student needs while improving IDEIA compliance through more effective collaboration and more efficient use of therapist’s time and expertise.

15. Why change our service delivery? • Traditional Service Delivery – Is it still appropriate? • Change in Speech/Language Population • Staff Retention and Job Satisfaction

16. Superintendent’s Vision Statementfocal pointsMarch 2009_______________________________________________________ In Dr. McIntyre’s vision statement for Knox County schools, he stated that “I envision a future where high expectations and teacher collaboration are universal, and where data and technology are leveraged to improve instruction and deliver services at maximum efficiency and effectiveness. I believe that innovation and creativity will be the hallmarks of our school district . . .”

17. The 3:1 Model consists of 3 weeks of typical service delivery followed by 1 week of integrated therapy activities.

18. What is happening during the week of integrated therapy? The therapist participates in activities that may include, but are not limited to: • Collaboration and planning with regular educators and other professionals for programming, present levels and IEP development. • Participation in PLC’s and grade level meetings • Inclusion activities to support generalization of skills • Parent education and communication

19. Integrated Therapy Week Activities continued … Individualized student assessment and data collection in a variety of school settings Curriculum modifications and materials generation IDEIA compliance activities Classroom observations, modeling and feedback Response to Intervention programming and monitoring Completion of evaluation responsibilities for speech/language process

20. Activities are based on INDIVIDUAL STUDENT NEEDS. Flexibility is KEY as needs will change over time!

21. Pilot Study A pilot study of the 3:1 model was conducted during the 2008-2009 school year to determine the effectiveness of the model for Knox County Schools.

22. Implementation Timeline for Pilot Study September – • Therapist A: 2 elementary schools (south) • Therapist B: 1 elementary school, 1 middle (east) • Therapist C: 1 elementary school (west) • Therapist D: 1 elementary school, 1 head start (north) December – • Therapist E: 1 elementary school, 1 head start, 1 Title I school (central/NW) January – • Therapist F: 1 elementary school, 1 high school (north) • Therapist G: 1 elementary school (east)

23. Pilot Study Survey In order to assess and document the effectiveness of the 3:1 Model, a survey of teaching staff, administrators, parents, pilot participants, and speech/language specialists was conducted.

24. Surveys Returned • Parents – 125 • Principals and Assistant Principals – 14 • Teachers and Staff – 88 • Speech Language Specialists - 59

25. Summary of Results • The SLS was more accessible to regular education staff: SLS – 100% Teachers – 90% Principals – 93% • Parental support of a model that provides time for the SLS to be in the classroom: Parents – 100% • I would like my school to participate in the 3:1 Model next year: SLS – 100% Teachers – 92% Principals – 78% Parents – 95%

26. The 3:1 Service Delivery Model was implemented system-wide in Knox County during the 2009-2010 school year.

27. Major Benefits of the Model

28. Collaboration and Team Building This format Shines in this Area • Supporting our current caseloads • Supporting at-risk students • Supporting staff across curriculum

29. Regular Education Collaboration and Benefits • More “blurring” of the lines between regular education and special education • Increased knowledge of regular education curriculum • Ability to see how student’s function within the regular education curriculum • Ability to provide materials and expertise for children in regular education program not identified as eligible for special education

30. Flexibility • To prioritize therapy for individual child • To go into classes for RTI monitoring • To manage paperwork load • Collaboration with regular education/ability to work within their schedules • Ability to have improved communication with parents

31. Improved Service Quality • Less cancellations for testing and observations • More time to plan therapy and gather materials to meet goals and increase generalization • More time to do thorough testing without having to stretch it out over weeks

32. Improved Service Quality continued … Can observe children in their classroom during academic time or in a variety of settings Opportunities to provide 1:1 interventions when critical for skill development Increased opportunities to analyze student achievement data to aid in programming decisions.

33. Potential Issues and Concerns We recognized that in implementing a change in service delivery, potential concerns would rise. We felt that a proactive approach to these issues would be most effective in creating acceptance of the new model.

34. SLS Accountability • Staff education • Written documentation of indirect services week activities • On-going training and PLCs • Mentoring program

35. Communication • Introduction of model to school administrators and staffs • Clear communication to parents and other stakeholders regarding implementation of model • On-going communication with school adminstration, staff, and parents • Monitoring of model implementation by SLS supervisors and mentoring team

36. EasyIEP Documentation • Our department chose to document services for a typical one hour per week student as: • 6 X/month – special education setting • 2 X/month – regular education inclusion • It is critical to communicate to parents and staff that the inclusion time will be spent in activities that will aid in generalization of skills. • Staff felt that we spend at least one hour per month per child on activities that promote skill development outside of the therapy room.

37. Where Are We Now? 3rd Year of System-Wide Implementation Continue to require therapist documentation of Integrated Therapy Week activities – This has proven as valuable evidence in new TEAM evaluation process. Conduct interim surveys Adminstrators and Special Eduaction supervisors support the 3:1 delivery model and are aware of increase availability of therapists during the Integrated Therapy Week.

38. Administrators, general education staff, and other stakeholders have become more aware of the broad range of expertise and job description that our role encompasses Offers increased job satisfaction and staff retention beyond the constraints of the budget Increase collaboration among speech/language staff Opportunities for exploration and training of new technology use with students Increased opportunities for team building among other special education programs

39. What do the therapists say? “PLC collaboration is now possible. We are better able to look at Discovery Ed. and Benchmark data with the teachers. This ability to plan with the teachers helps us integrate therapy into our kids classrooms.” “It allows the SLP to see what is actually being taught in the classroom and what we need to do to assist students ability to access the curriculum in the best and easiest way for learning to occur.”

40. “Extremely beneficial! Allows to see if strategies taught are being utilized in their everyday environment. Let’s me observe what skills need to be addressed and if carryover is occuring. Especially beneficial with students on the autism spectrum, auditory processing/attention deficits, and latter stages of articulation students.” “The students begin taking better ownership of their goals when it becomes their job to practice outside of my speech room.”

41. Summary This model allows increased support for regular education professionals within the school setting, as well as, increased communication and involvement with stakeholders.

42. We are all part of one team.

43. Not “Regular Educator” Not “Special Educator”

44. Just “Educator”

45. The success of our students depends upon our support of each other.

46. Speech/Language Services Working to find solutions for today’s student in today’s learning environment.

47. Contact Information: Debra Forcina, MA, CCC-SLP – Special Education Supervisor – debra.forcina@knoxschools.org Summer Tucker, MA, CCC-SLP – Special Education Consultant – summer.tucker@knoxschools.org Barbara Mintz, MA, CCC-SLP – barbara.mintz@knoxschools.org Sherri King, MA, CCC-SLP –sherri.king@knoxschools.org