A STATEWIDE APPROACH TO THE SLP SHORTAGE IN OREGON

1. A STATEWIDE APPROACH TO THE SLP SHORTAGEIN OREGON John Tracy Carol Clupny Susan Graham

2. Purpose of Presentation • The purpose of this presentation is to describe three major aspects of the shortage of speech-language pathologists (SLP) in Oregon and strategies developed by the Oregon Speech-Language and Hearing Association to assist in reducing the severity of this problem.

3. Goals of Presentation • At the conclusion, each person in attendance will be able to: • Describe the nature of the shortage of SLPs at the national and state levels, • Define the effects of the shortage at their place of employment including the effectiveness of strategies used for staff recruitment and retention, • State successful strategies for access to training, long term and short term recruitment and retention of qualified SLPs; and, • Describe the incentives in the state available to assist with access to undergraduate and graduate training in Speech-Language Pathology and for effective long term and short term recruitment of qualified SLPs.

4. The Nature of the ShortageSurveyResults • Oregon Speech-Language and Hearing Association and ESD Cooperative Survey: • 17/18 ESDs responded, including some school district data from their region • Employment settings: • 32 or 57.14% were school districts • 18 or 32.14% were ESDs • 6 or 11% were EI/ECSE programs • 63 or 64.5% of respondents had openings at mid-year

5. The Nature of the ShortageSurvey Results • National Data: • OSERS (1990-2001 school years) – listed “speech impaired” as a shortage in Oregon each year • ASHA 2004 Schools Survey (4000 surveyed with 2, 692 respondents) • 62% said job openings more numerous than seekers • 80% on West Coast said job openings more numerous than seekers

6. Factors Underlying the Shortage: • Inadequate Number of Graduates: • Portland State takes 25 each year with majority remaining in Metro. Area • University of Oregon takes 25 each year with 50% leaving the state and 50% staying in or near Lane County

7. Factors Underlying the Shortage: • Major Focus on Short Term Recruitment: • Recruit to meet immediate or short term needs • National recruitment minimally fruitful • Retention a major factor

8. Factors Underlying the Shortage: • Access to Training: • National certification and training program assures basic levels of competency but limits innovative approaches to delivery • Program cost with limited funding for remaining state programs • Focus on on-campus offerings and full-time enrollment only • Distance options limited with Nova Southeastern the choice: • Establishment of Oregon cohort and recruiting district staff with Communication Disorders undergraduate degree • Realistic entrance requirements • Leveling program • ODE scholarships through TRI, 10 available for 2007 (see web site)

9. Short Term Recruitment StrategiesResearch-Based Recruitment: • Teaching Research Institute 2002 Survey • 265 respondents; 33 SLPs all new to employment setting • New graduates ( trained in state and out of state) • New to profession • Seasoned professionals with experience (in state and out of state)

10. Short Term Recruitment StrategiesResearch-Based Recruitment: • TRI 2002 Survey Results • Top 5 issues of importance • 1. salary (exclusively SLPs) • 2. support for continuing education • 3. caseload size • 4. access to technology • 5. formal mentoring (much lower than items 1-4)

11. Short Term Recruitment StrategiesResearch-Based Recruitment: • TRI 2002 Survey Results • Top 5 effective advertising strategies • 1. word of mouth • 2. internet-agency web site • 3. quality of life (out of state) • 4. follow a partner (out of state) • 5. pay or employer (very low impact)

12. Short Term Recruitment StrategiesResearch-Based Recruitment: • Rehabilitation Journal of Healthcare Management Survey • 500 PTs, OTs and SLPs surveyed with 325 respondents • Top 5 issues of importance specific to SLPs • Accomplishing career objectives • Balance between work and home life • Flexible schedule • Adequate support staff • Realistic work load

13. Short Term Recruitment StrategiesResearch-Based Recruitment: • Advertising • Involve SLP in process: Ad content, contacting candidates, interviewing candidates • OSHA Shortage Survey indicated most effective advertising mediums: • Agency web site • ASHA “Leader” • Job aspects to showcase in advertising: • Technology • Quality of life • Reasonable case load • Use of ASHA workload analysis • Continuing education benefits • Recommend use of one clearing house – Teaching Research Institute

14. Short Term Recruitment StrategiesResearch-Based Recruitment: • Follow-up with Potential Candidates • Continuous follow-up • Flexibility with tours, talks and timelines • Cultivate with care-treat minority as majority • Showcase the culture and introduce to best representatives

15. Short Term Recruitment Strategies • Career Fairs at University Training Programs • One at each program with 16-18 school districts participating • Organized by the Ad hoc committee on shortages • Plan to continue yearly, organized by National Student Speech-Language Hearing Association • Hold in fall when most second year graduate students are on campus • Focus on filling positions and developing long term contacts for near future • second year students - jobs • first year students - practicum and student teaching opportunities • seniors and post bacs - what the various employment settings offer

16. Long Term Grassroots RecruitmentGrassroots recruitment kit: Grow Your Own Speech-Language Pathologist • Based on Project from OMNIE: Ohio Master’s Network Initiatives in Education

17. Long Term Grassroots Recruitment • Grow Your Own Speech-Language Pathologist Kit contents: • Instruction Sheet • Application for Stipend • Materials from OMNIE • Communication Happens in Schools DVD • PowerPoint handouts with talking points and email link for slide presentation • Printed Brochures

18. Long Term Grassroots RecruitmentGrow Your Own Speech-Language Pathologist • Instruction Sheet • Potential Candidates: • High school students who are looking for a rewarding career • Community college students who want to continue school while working. • Local students who are in university programs • Teachers in your district who are looking for a career change • Speech-language pathology assistants currently working in your area • People in your community who may have background in communication disorders

19. Long Term Grassroots RecruitmentGrow Your Own Speech-Language Pathologist • Instruction Sheet • “Cultivation” Activities: • Middle School and High School • Career center contacts and brochures • Present at Career Day events • Arrange job shadowing • Community College and University Students • Offer contact info, brochures, info at Counseling and Career Centers • Identify local students attending university programs and offer support (internships, stipends, etc.) • Teachers, SLPAs, EAs, and Others • Announcements regarding distance learning opportunities, financial assistance, etc. in school email and newsletters • Gain administration support for stipends, scholarships • Contact agencies that retrain individuals for new careers • Present information at community health fairs and career fairs

21. Long Term Grassroots RecruitmentGrow Your Own Speech-Language Pathologist • Materials from Omnie Don’t Miss the Bus… Communication Happens in the Schools! • Sponsored by Ohio Master’s Network Initiatives in Education (OMNIE) • Adapted for use by the Oregon Speech-Language and Hearing Association , July 2006

22. Long Term Grassroots RecruitmentGrow Your Own Speech-Language Pathologist • Printed Brochures • ASHA “Reward Yourself” booklet and pamphlet • Oregon recruitment brochure “Discover the Possibilities”

23. Approaches to Retention • Teaching Research Institute Top 5 • Developed from survey data • The 5 • Time to regularly meet with supervisors; SLP’s salary • Regular or frequent meetings with SLPs • Observation of other staff • Positive relations with regular educators • Ongoing support from SPED administrator

24. Approaches to Retention • Journal of Healthcare Management Big 4 • Specific to speech-language pathologists • The 4: • Flexible schedule • Accomplishing career objectives • Proper training • Realistic workload

25. Approaches to Retention • Ad Hoc Committee on Shortages Speech-Language Top 10 • Taken from CEC 1998 for special educators based on literature review • The 10 (6/9 respondents): • Provision of collaboration opportunities with special and general educators • Administrators have realistic expectations regarding scope and accountability • Principals acknowledge importance of SLPs in educational process • All personnel able to access system-wide professional development programs • Principals understand the roles and responsibilities of special educators • Availability of mentoring programs no matter the level of experience or tenure • Avoid compromising work quality through personal overextension • Professional development opportunities with regular and special educators including advocacy and teach exchange • Provision of adequate planning time • All special educators treated equitably

26. Approaches to Retention • The Effects of Caseload Size • High caseload size predictive of low job satisfaction • High caseload a major factor in causing SLPs to leave the profession • Spending excessive time beyond the regular work day predictor of SLP attrition

27. Discussion of Application

28. Bibliography American Speech-Language-Hearing Association (2002) a. A workload analysis approach for establishing speech-language caseload standards in the schools (Technical report) Rockville, MD. American Speech-Language-Hearing Association (2002) b. Omnibus survey caseload report: SLP, Rockville, MD. Blood, G.W., Ridenour, T.S., Thomas, E. A., Qualls, C.D. & Hammer, C.S. (2002). Predicting job satisfaction among speech-language pathologists in public schools. Language, Speech and Hearing Services in the Schools, (33), 282-290. Jacoby, G.P., Lee, L., Kummer, A.W., Levin, L.A., & Creaghead, N.A. (2002). American Journal of Speech-Language Pathology, (4), 370-386. Mullins, F, Morris, S., & Reinoehl, K. Retention and Recruitment of Special Educators and Related Services Personnel: State Plan and Strategic Plan Provisions, ERIC Document EC 306559, 1997. Randolph, D. S. (2005). Predicting the effect of extrinsic and intrinsic job satisfaction factors on recruitment and retention of rehabilitation professionals. Journal of Heatlhcare Management, (50), 49-60. Teaching Research Institute (2002). Initial descriptive results from a survey of recenty hired special education professionals in Oregon: Monmouth, Oregon.

29. Additional Resources Oregon Speech-Language Hearing Association: contact for the Ad-Hoc Committee on SLP Shortage http:// www.oregonspeechandhearing.org/ Oregon Special Education Recruitment and Retention Project: job postings, mentoring, scholarship possibilities http://www.tr.wou.edu/rrp/index.htm American Speech and Hearing Association: lists of Bachelors and Master’s programs nationwide http://www.asha.org Oregon Bard of Examiners in Speech and Audiology: Licensing information, laws governing for SLPs and SLPAs http://www.oregon.gov/BSPA/index.shtml Teacher Standards and Practices Commission: Licensing Information http://www.tspc.state.or.us/ University of Oregon, Communication Disorders and Sciences http://education.uoregon.edu/field.htm?id=45 Portland State University,Communication Disorders Program http://www.sphr.pdx.edu/academics/ Chemeketah Community College Speech-Language Pathology Assistant Program http://www.chemeketa.edu/exploring/areas/programs/speechpath.html