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SLPA Supervision – An Ever-changing Model

This report discusses the dynamic model of Speech-Language Pathology Assistant (SLPA) supervision within the Colorado Springs School District over several academic years. Highlighting challenges faced, such as high contractor costs and staffing shortages, the authors illustrate the evolution of SLPA roles, hiring practices, and supervision structures. The findings advocate for robust supervisory methods, focused training, and guidelines to ensure effective service delivery in school settings. Valuable recommendations for future growth and support for SLPAs are also provided.

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SLPA Supervision – An Ever-changing Model

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  1. SLPA Supervision – An Ever-changing Model Patricia Forget, MS, CCC-SLP Sharon Jamison, MS, CCC-SLP Bridget Stauring, MA, CCC-SLP Nicole Schommer, MS, CCC-SLP Colorado Springs School District 11

  2. Figuring it all out Adaptation Refinement Change Evolution Trial and Error

  3. History • School Year 2007-2008 • Seven full time SLP open positions  • $320,000 spent on contractors with no accountability • School year 2008-09 • $176,000 spent on contractors, three open SLP slots • Feasibility of hiring/utilizing SLPAs?

  4. History • School year 2009-10 • Ten SLPA's hired • With bachelor's degree/equivalent in communication disorders  • Ten different part time supervisors (NOT recommended) • Developed a weighted rubric formula for allocation of SLPs and SLPAs • Some SLPAs assisted SLPs and some had own buildings • Provided modules training

  5. History • School year 2010-11 • Six SLPAs assigned to own buildings • Two full time and two part time supervisors • School year 2011-12 • Five SLPAs • New minimum requirement BA/BS and completion of SLPA course • Continued to have two full time and two part time supervisors

  6. History • School year 2011-12 • Five SLPAs • New minimum requirement BA/BS and completion of SLPA course • Continued to have two full time and two part time supervisors • School year 2012-13 (To be discussed more later) • Eleven SLPAs • Four full time supervisors

  7. Model • Development of SLPA model • Development of SLP/SLPA rubric • SLPA Placement: • Primarily in larger buildings • STAR programs • DHH • SIED • Severe needs

  8. Choosing SLP Supervisors • Organization • Time management • Navigate multiple personalities • Multiple building expectations • Strong advocacy skills • Strong knowledge of law and need for documentation

  9. Supervision Forms – State resources • SLP-A Fast Fact http://www.cde.state.co.us/cdesped/FastFacts.asp • Updated Feb 2012 and several parts were changed due to Colorado Educator Licensing Act of 1991 • Great resource for parents, teachers, and administrators who are wondering what the role of the SLP-A is and what supervision requirements are in place.

  10. Supervision Forms - Personal • Attendance

  11. Supervision Forms - Personal • Supervision documentation

  12. Supervision Forms - Personal • Activity planning/data collection

  13. Logistics • District/Administrative Level • ESP (Educational Support Professionals) but not EA (Educational Assistant) – Authorized by CDE • Staffing Coordinator meetings • Department Level • Monthly supervisor meeting • PLCs (Professional Learning Communities) for SLPAs

  14. SLP-A Professional Development • Allowed 30 min. of consultation with supervisor per week. • Not a sufficient amount of time for training • District required PLCs for all staff so we worked with principals to have SLPAs PLCs separately. • Started PLCs in 2011-12, making use of district expertise. Spring 2012 – we started inviting the SLPs to attend • This year, we are offering a certificate of attendance for participants to use for continuing education purposes.

  15. Where are we now?? • Currently employ 26 fully certified SLPs, 11 authorized SLP-As, and 4 full time supervisors. • These employees cover 15 elementary and 1 middle schools. • Total student caseload covered by SLP-As = approximately 445

  16. Future Considerations • School closures and consolidations • Continued budget constraints • Consistency & stability • Supervisor workload • Staff retirements • Supporting SLP-As in getting certified • Communication concerns • Public relations • Monitoring effectiveness of SLP-As and supervisors

  17. Contacts: • For general questions: Bridget Stauring - staurbm@d11.org • For administrative questions: Kim Lovelace - lovelkm@d11.org

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