Introduction

1. SLPs Teaming with State Education Consultants to Support School Services Perry Flynn • The University of North Carolina at Greensboro Marie Ireland • Virginia Dept. of Education Shannon Hall-Mills • Florida Dept. of Education Introduction SLP Roles • Purpose of SEACDC: • Consult with federal/state • agencies, public/private • organizations/committees • on philosophies, policies, • practices, and needs in all • areas relating to services for • students who have language, • speech, or hearing disabilities • Recommend policies & • procedures in the field of • language, speech, & hearing. • Establish liaisons with other • organizations whose primary • purpose shall be to promote • provision of appropriate • speech, language, and • hearing services to children • from birth through high school • graduation, or age 21. • SLPs have integral roles in • education, evident through a • vast array of responsibilities. • ASHA’s updated guidance for • School-based SLP Roles & • Responsibilities (2010b) • underscores the necessity of • collaboration and advocacy. • Interstate problem-solving to • address common needs is • essential. SEACDC Est. 1939 ASHA Schools, 2011 Resources Partnerships Around the Corner Abstract • Online Resources : • State Education contact information • SEACDC advocacy documents • SEACDC meeting materials • Guidance & Regulations • OSEP guidance • State guidance documents & links • State eligibility criteria • State professional development • Other state resources • Professional Development programs for SLPs • (e.g., VA, NC, FL, SC, OH, WV, AL) • Leadership Development (e.g., FL, LA, OH) • Telepractice pilots (e.g., VA, NC, OK, OH, MS, TX, WI) • Distance education post-baccalaureate and graduate • programs tailored to schools practice (e.g., FL, OH) • Tuition support (e.g., FL, SC, VA) • Workload projects (e.g., LA, FL, SC) • Evidence based practices (e.g., VA, OH, LA) • Foster high quality • professional development • programs • Increase interstate • problem-solving to address • common needs • Collaborate with ASHA • on SLPA summit • Represent SLPs on • ASHA Committees • Offer input to ASHA • documents • Provide input re: NCLB & • IDEA reauthorization • Make recommendations for • Value Added Measurement • Systems • School–based Speech-Language Pathologists (SLPs) will explore ways to team with their State Education Consultants to improve services to students. Following a brief overview of the State Education Agencies Communication Disabilities Council (SEACDC), discussion topics will consider national and state initiatives related to: • recruitment • retention • service delivery • Strategies for partnership will be explored. www.seacdc.org Advocacy References • ASHA. (2010a). 2010 Schools survey summary report: Number and type of responses, SLPs. Rockville, MD: Author. • ASHA. (2010b). Roles and Responsibilities of Speech-Language Pathologists in Schools. [Professional Issues Statement]. Available from http://www.asha.org/policy • Input provided on behalf of SLPs: • ASHA Public Policy Agenda • ASHA SLP Advisory Council • Schools Finance Committee • School-based SLP Roles & • Responsibilities • Topics for Evidence based Practice • Systematic Reviews • ASHA Telepractice Document • ASHA Cultural Competence Document