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Speech-Language Pathology Policies and Procedures Manual. Produced by ALSDE Speech Pathology Task Force. ALSDE SPEECH PATHOLOGY TASK FORCE. Dr. Kathryn Byrd, Consultant Pam Ardis-Wimbish Dr. Linda Murdock Jane Boykin Leigh Sayers
Speech Pathology Task Force
Dr. Kathryn Byrd, Consultant
SPEECH OR LANGUAGE
You know your essential definitions of the four kinds of communication disorders, but do you recall what they exclude?
The purpose of this section of the presentation is to emphasize what the definitions exclude.
Definitions for the four communication disorders can be found in the current editions of
By going to the Alabama State Department of Education website at www.alsde.edu., both of these publications and more information can be downloaded.
Articulation disorders do not include
Voice Disordersdo not consist of
If the total languagestandard score does not meet the criteria of at least 2 SDs below the mean (70 or below),
Dialectal differences, such as one in which the regular past tense “-ed” ending is often omitted (example: “He talked yesterday” becoming “He talk yesterday”), is not considered a language disorder.
Students with limited English proficiency (LEP) do not automatically qualify for speech-language services.
Beware: Inappropriate assessment tools and procedures may lead to misidentification and inappropriate placement of the child in special education
(LEP will be discussed in more detail in Chapter IX) .
IDENTIFICATION RELATES TO
TRANSITION FROM EI TO PRE-K:
NON-TRANSITIONING PRE-K STUDENTS:
STUDENTS 3-21 YEARS
If a student is suspected of having both speech and language and/or other impairments, the IEP team may decide to
BUT the IEP Team must remember timelines.
KINDS OF SCREENING
Check here to document giving assessments.
Check here to document reporting on eligibility form.
CAUTION FOR COMPLIANCE VERIFICATION FORMS:
Be sure to check in the appropriate boxes that
TYPES OF SLI ASSESSMENTS
TYPES OF SLI ASSESSMENTS, cont’d
SLI – ARTICULATION CHECKLIST
SLI – VOICE DISORDER CHECKLIST
SLI – PHYSICIAN VOICE REFERRALFORM
REFERRAL INFO TO PHYSICIAN
PHYSICIAN’S DIAGNOSIS AND PERMISSION FOR THERAPY
REQUIRED FOR ELIGIBILITY!!
SLI – STUTTERING CHECKLIST
SLI – LANGUAGE CHECKLIST
DESCRIPTION OF LANGUAGE SKILLS
SLI –CHECKLIST: PRESCHOOL
COMPLETED BY TEACHER/PARENT/ CAREGIVER
DESCRIPTION OF SPEECH/LANGUAGE SKILLS
OTHER IMPORTANT FORMS AND PROCEDURES
WHEN ASSESSING STUDENTS WITH LEP OR DIALECTAL VARIATION, REMEMBER…
ADVERSE EFFECT ON EDUCATIONAL PERFORMANCE
DOCUMENTATION OF APPROPRIATE INSTRUCTION
The Alabama Administrative Code mandates that
“Public agencies must develop and implement procedures to ensure that all eligible children have an appropriate IEP based on the child’s unique needs and not on the child’s disability. This includes children placed in or referred to a private school or facility by the public agency.” (290-8-9.05).
Academic Content Standards are found in
PROCESS CHART 3
NEED TO BE
TO THE IEP
STEPS FOR DEVELOPING AN IEP
STEPS FOR DEVELOPING AN IEP
Analyze the data to develop the student’s profile, including
STEPS FOR DEVELOPING AN IEP
Write measurable annual goals to address the needs in the present level.
“What should the student be expected to accomplish within one school year?”
Measurable annual goals should include:
The student (Who)
Will do what (Behavior)
To what level or degree (Criterion)
Under what conditions (Conditions)
In what length of time (Timeframe)
DEVELOPING “SMART” IEP GOALS
The “Special Education and Related Services” section of the goal page describes the specially designed instruction needed by a student with a disability to accomplish IEP goals.
SPECIAL EDUCATION SECTION MUST BE COMPLETED
For each Special education or related service you must indicate:
SLI students receiving services at the local school should be coded with the appropriate LRE based on the amount of time in the classroom. Ex. 2x per week for 30 min. = 02
IEP TEAM MEMBERS
IEP FORMS OF
VARIOUS SLI DISABILITIES
BASIC SERVICE DELIVERY MODELS
CHANGES IN SERVICE DELIVERY: OPTIONS
WHAT ABOUT MISSED SESSIONS?
PART I: “CONTINUED ELIGIBILITY”
WHEN ARE ADDITIONAL DATA NEEDED?
·Be sure to obtain consent before starting reevaluation.
After additional data are obtained:
If additional data are not needed:
When are new eligibility reports required?
A new eligibility report is required when:
No new eligibility report is needed when
After reevaluation is complete
Chart 2 in Mastering the Maze.
If a member of the IEP Team feels the current IEP is inadequate or inappropriate
If IEP Team determines additional evaluative data are needed
DISMISSING STUDENTS FROM SLI
Reminder: New Language Eligibility Cut-off Score is 70
Currently eligible language students will remain eligible using “old” scores until 3 year reevaluation is due.
Keeping all these policies and procedures for reevaluation are confusing and a process in learning and remembering.
Importance of good documentation:
Paper is all that lasts.
CONSULT SERVICE DELIVERY RECORD
Finding the time:
Summary: Proper documentation
SLI AND STUDENTS WITH
LIMITED ENGLISH PROFICIENCY
A student with LEP will not be judged eligible for SLI services unless it can be demonstrated that the impairment also occurs in his/her native language, and not only because of limited exposure to English (AAC).
STAGES OF ACQUIRING ENGLISH AS A SECOND LANGUAGE:
Factors affecting progress should be considered.
Tests for students with LEP must :
If an assessment is not administered under standardized conditions, you must describe the extent to which it varied from standard conditions (i.e., using a translator/interpreter) on the eligibility report.
ASSESSMENT PROCEDURES/MATERIALS, CONT’D:
INTERPRETATION OF RESULTS
SERVICE DELIVERY FOR STUDENTS WITH LEP AND SLI:
“If the child requires instruction in basic concepts, vocabulary, and structures in his native language, it is not required that the SLP be the main professional responsible for such training, especially if he/she does not speak the native language of the child” (AAC).
USE OF INTERPRETERS AND TRANSLATORS
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION
CONSIDERATION OF AT/AAC
What is RTI?
RTI refers to a process of intensive, researched-based direct intervention developed and implemented to meet the needs of a student prior to referral and assessment for special education.
Why is it important?
IDEA (2004) allows its use as an alternative to the “discrepancy model” for eligibility determination for SLD.
What is its rationale?
Some argue that the “discrepancy model” prevents some struggling students from receiving SPE services because they lack the necessary discrepancy between IQ and achievement, especially young students and students with LEP.
Since RTI relates to Reg. Ed. and SLD determination, how may the SLP be involved?
The SLP may be asked to:
Are SLPs qualified to be involved in RTI?
Yes, because of their expertise in:
What is the status of use of RTI in Alabama?
School-based SLPs are finding their roles expanding in the areas of swallowing and feeding disorders (dysphagia) because of:
How would the student with dysphagia be served by the SLP?
Because of potential serious consequences of dysphagia, it is critical that SLPs and other professionals/personnel have adequate training/expertise in working with this disorder, or
Because of the serious implications of dysphagia disorders, if school systems decide to provide direct services, personnel are urged to develop and implement systemwide policies and procedures for students with suspected or diagnosed dysphagia.
TYPES OF DYSPHAGIA TEAMS
Who should be on the Dysphagia Team?
Dysphagia Team, cont’d.
All professionals/staff, from the classroom teacher to the P.E. coach to the lunchroom staff, should sign the Persons Responsible for IEP Implementation form to confirm they have been made aware of the child’s condition and procedures to follow.
On August 7, 2005, the AL Board of Education voted to allow use of bachelor level SLPAs in Alabama public schools.
There are strict guidelines regarding who may be hired as an SLPA and the requirements regarding progress toward the master’s degree.
The SLPA must hold
The school system’s superintendent must apply for the prospective SLPA to hold an Alabama SLPA certificate.
GUIDELINES FOR SLPAs
STAGES OF SUPERVISION
To locate forms on the Alabama State Department of Education website,