WVDE State Update 2012 Speechlanguage Pathology Services in

WVDE State Update 2012 Speech-language Pathology Services in WV Schools WVSHA ANNUAL CONVENTION MARCH 28, 2012 KATHY KNIGHTON, PROGRAM COORDINATOR OFFICE OF SPECIAL PROGRAMS WEST VIRGINIA DEPARTMENT OF EDUCATION KKNIGHTO@ACCESS. K 12. WV. US

AGENDA West Virginia Department of Education Office of Special Programs (OSP) Updates WV School Data Report Upcoming Events “Hot” Topics SLP Best Practices Guidance Document training/revisions Support for Personalized Learning (SPL) National Personnel Center TA Project Background Results of Task Force and Summit State Action Plan Western Kentucky University Program Questions

West Virginia Department of Education Jorea Marple, State Superintendent of Schools Chuck Heinlein, Deputy Superintendent Robert Hull, Assistant State Superintendent Division of Curriculum and Instruction Pat Homberg, Executive Director Office of Special Programs Sandra Mc. Quain , Assistant Director Financial and Data Issues Christine Chambers , Assistant Director Special Education Programming Ghaski Browning, Assistant Director Special Education - Monitoring and Compliance

Office of Special Programs (OSP) Staff Annette Carey, Ruth Ann King Vision, Hearing & Deafblind Frances Clark PBS, Autism, Behavior Complaint Managers Monitors Ginger Huffman, Preschool Mary Pat Farrell, MI, Co-teaching Lanai Jennings, Data Manager Betsy Peterson, Parent Coordinator Vicki Mohnacky, Medicaid Ellen Oderman , SPL Karen Ruddle, Transition Allen Sexton, Online IEP Valerie Wilson, Technology Lorraine Elswick Kathy Hudnall Debbie Ashwell Susan Beck Matt Dotson Anne Monterosso

WVDE School Data Report WV DATA ANALYSIS (2011 -2012) 12/1 IDEA CHILD COUNT WV Total School Enrollment 282, 091 Students with Disabilities 44, 259 15. 69% Preschool Special Needs 1986 0. 70% Specific Learning Disabilities 11, 754 4. 17% Speech/Language Impairments 14, 312 5. 07% (unduplicated) Autism 1493 0. 53% Behavior Disorders 1543 0. 55 Other Health Impaired 5245 1. 86% http: //wveis. k 12. wv. us/nclb/pub/ PERSONNEL 489 SLPS/ 26 Speech Assistants NATIONAL BOARD CERTIFICTION Totals: SLPs – 336 Audiologists – 8 Scottie Ford, Office of Personnel Preparation

WVDE UPDATES Common Core State Standards Adopted by WV Adopted by most states Respects unique nature of every state Acknowledging a shared national commitment to high classroom standards for all students in kindergarten through high school. WV Next Generation Content Standards and Objectives http: //wvde. state. wv. us/next-generation/ Essential Elements – Alternate Achievement standards Designed to focus on fewer concepts while stressing deeper learning and understanding Fall 2011: 2012: 2013: 2014: Kindergarten First Grade Second Grades 3 -12 PD: Teacher Leadership Institutes – July 2012

West Virginia Pre-K Child Assessment System National Institute for Early Education Research (NIEER) Early Learning Scale, a systematic assessment for preschool children Used to assess progress and inform teaching toward high quality early learning standards. Focus on children's development over time, Measures student data collected through observation and work samples. WV Pre-K programs utilize the Early Learning Scale Educators collect and analyze evidence of children's development on a regular basis. Reporting Log in to the WVEIS-based platform three times per year to input Early Learning Scale data. Yearly reporting dates: October 1 – 31, 2011 February 1 -28, 2012 May 1 -31, 2012 http: //wveis. k 12. wv. us/teach 21/prek/ Monica Harless mdharless@access. k 12. wv. us or Ginger Huffman vhuffman@access. k 12. wv. us SLP responsibility Reporting speech-only PK students – child outcome forms on platform Contact county PK coordinator

WVDE/OSP UPDATES WVDE/OSP WEBSITE: http: //wvde. state. wv. us/osp On-line IEP Form Allen Sexton asexton@access. k 12. wv. us/ Valerie Wilson vwilson@access. k 12. wv. us Help Line Visual Phonics Workshop –Annette Carey April 12 – 13, 2012 – Bridgeport, WV Interpreter Guidelines Document Summer Academies Literacy Academy /Math Academy Assistive Technology Supplemental Funding Grant AIM (Accessible Instructional Materials) Guidance Document IDEA requires core instructional materials be provided in specialized formats for students with print disabilities http: //wvde. state. wv. us/osp/NIMASwebsite. pdf T 1 Project (Valerie Wilson vwilson@access. k 12. wv. us) Identify technology for the 1% Population Develop trainers for sustainable support in regional areas Professional development in instruction for the 1% population using the Extended Standards for teaching and learning

WVDE/OSP UPDATES Update: WV Autism Collaborative Community of Practice WVDE, Autism Training Center, Marshall Graduate College, WVU Jo. Donna Burdoff – Autism Specialist Guidance Document Completed Autism Academies (summer) Betsy Peterson (bpeterso@access. k 12. wv. us) June 2012 Training to administer the Autism Diagnostic Observation Schedule (ADOS), the definitive assessment instrument for ASD SLPs June 19 -20 Charleston, WV

Speech-language Pathology: Services in WV Schools Guidelines for Best Practice Trainings WVSHA RESA s County Special Education Administrators Revisions Uninterrupted Reading Block WVEIS: Reporting screening results RTI – Support for Personalized Learning (SPL) http: //wvde. state. wv. us/osp/speechbestpractices. html Contact me for additional copies

UPCOMING EVENTS ASHA Conferences 2012 Schools Conference: Friday, July 27–Sunday, July 29 Milwaukee, Wisconsin Annual Convention: November 15– 17, 2012 Atlanta, Georgia CAMP GIZMO : July 14 -18, 2012 WV Schools For Deaf/Blind - Romney, WV Applications on website (April 30, 2012) http: //wvde. state. wv. us/osp/campgizmo. html WVDE Phonemic Awareness Project Refresher Training August 2012 2013 Celebrating Connections: Feb. 19 -22, 2013 Charleston Civic Center

“HOT TOPICS” Critical Personnel Shortage Over Identification of SLI � Role of SLP in Literacy Initiatives Students Universal Pre. K � On-line Schedule only IEPs � Increase in Autism Population � Assistive Technology matching IEP Inconsistent Program Implementation Facilities Attendance (referrals) Preschool Eligibility Selective Mutism IEP � Related Services on Speech- ◦ Funding /Training � Medicaid (Vicky Mohnacky) � Health. Check

Support for Personalized Learning (SPL) Statewide Initiative Incorporates (RTI) and designed around a multi-level framework System of Support Meet the needs of ALL students - those exceeding state approved grade level standards to those not meeting grade-level standards. Framework Flexible use of resources to provide relevant academic, social/emotional and /or behavioral support to enhance learning for all students. Supports collaborative decision making as a process for meeting individual needs Provides full configuration of support: CORE, TARGETED, INTENSIVE and SPECIAL EDUCAITON.

What Does SPL Look Like? Framed around 3 levels of instructional intensity CORE INSTRUCTION TARGETED INSTRUCTION INTENSIVE INSTRUCTION Formerly known as Tier 1, Tier 2, Tier 3 Renamed to more accurately describe the intent of the services provided to students and to unify the multiple programs and efforts being merged into SPL Identifies both Academic and Behavior Support

What Does SPL Look Like? Framed around 8 variables that impact student achievement and all of which are within our control 1. 2. 3. 4. 5. 6. 7. 8. √ Students: the WHO of SPL Instruction: the WHAT of SPL Location: the WHERE of SPL Assessment: the WHY of SPL Time: the WHEN of SPL Personnel: the BY WHOM of SPL Group Size: the HOW of SPL Documentation: the NOW WHAT of SPL These 8 things within our scope of control must be maximized to meet the needs of individual students and personalize learning for all.

SPL/SLD Determination Duration of Intervention Varies based upon student need and their response to instruction in Targeted and Intensive Instruction Rule out Instructional Causalities Intensity and Frequency of Intervention Varies based upon student need and their response to instruction in Targeted and Intensive Instruction More flexibility and use of existing programs Frequency of Progress Monitoring Required versus Recommended Referral to Special Education In order to be eligible for SLD or BD “data-based documentation of progress monitoring given at reasonable intervals, reflecting formal assessment of student progress during instruction must be used “.

SPL RESOURCES http: //wvde. state. wv. us/spl/ WVDE SPL Website available in April Documents Guidance for SPL Guidance for determining SLD Webinars will be available RESA Staff trained FAQ Available Trainings at special education and Title 1 directors meetings

“SLP” and “SPL” Role of SLP: Participant in the literacy efforts of a community. ASHA: Supports the role of SLPs through policies on literacy, workload, and expanded roles and responsibilities. Not as primary instructor but resource for schools /interventionist when appropriate. Provide documentation to the EC for SLD students receiving speech/language services. WVDE Phonological Awareness Project Increase student achievement by emphasizing the importance of phonemic awareness as an early teachable reading skill. Focus on early literacy skills at the first grade and kindergarten levels/ SLPs implement IPAP

“SLP” and “SPL” � Serve on school teams addressing strategies to enhance literacy ◦ ◦ ◦ Provide direct services to children with oral language disabilities Collaboration with other educators SLP's contribute in the areas of: � Prevention � Identifying At-Risk Children � Assessing � Providing Intervention � Documenting Outcomes � Program Development � Advocating for Effective Literacy Practices

Communication Disorders and SPL Communication Disorders (CD) Students with significant speech-language impairments that cannot be corrected through a short-term intervention with the speech-language pathologist or via consultation from the speech-language pathologist with the parent or classroom teacher can move to special education evaluation without additional delay. To make this decision, it is necessary for the speech language pathologist to have observed the student and to have concurred with this decision. Students with mild articulation and/or language concerns should be referred to TARGETED and/or INTENSIVE instruction before consideration of special education eligibility.

MULTI-TIERED MODEL FOR SPEECH-LANGUAGE SERVICES Intervention for Students with Speech-language Impairments National attention; Growing caseloads, increased paperwork and low dismissal rates, New approach to providing effective, efficient services Traditional approaches often result in students enrolled in programs for long periods of time without making significant progress Significant time and burdensome paperwork to navigate the special education system for a young child with a mild speech disorder that may correct without intervention. SLPs provide intervention within the general education environment with the educator, parent and the student prior to referral for special education Observe the speech and language skills to determine if a disorder is present that requires referral for special education

“Step-Up” to Speech

“STEP-UP” TO SPEECH NOT A MANDATED PROGRAM! Students selected for this intervention are those with mild articulation and language delays. • • • Students with significant speech and language issues must be referred and evaluated immediately. • Students identified for Tier 1 and 2 do not have IEPs. • Targeted students not referred for special education until Tier 3. • SLP responsible for implementing the special education process. Parent and Teacher Involvement are KEY!!! • • (KANAWHA COUNTY PILOT PROJECT)

Challenges and Solutions to Recruiting and Retaining Speech Language Pathologists in West Virginia THE WV “PIC” RECRUITMENT/RETENTION PROJECT

SLP Shortages in Schools Chronic Shortage of SLPs Results in…. . Increased paperwork Increased caseload Decreased opportunity for individual services Decreased quality of service Decreased job satisfaction Some students receiving partial or no service Less opportunity for networking and collaboration School Recruitment/Retention Efforts not meeting need!! Not competitive with private industry

WV COUNTIES: SLP Shortages yellow : no shortage/gray: shortage

WEST VIRGINIA SCHOOLS Data Review WV Total School Enrollment …………………. 282, 091 WV Students w/ Disabilities ………………. . . 44, 259 # of SLPs working in the schools ……………. # # . . 478 of Speech Assistants……………. 26 of Counties using SLPAs…………………. . . . 16 of Counties using contracted SLPs…………. . 24 if Counties using retired SLPs ……………. … 16

WVDE Perspective Statewide Initiatives Policy 2419: Regulations for the Education of Exceptional Students Low Caseload (50) Waivers WVDE Job Bank on website (http: //wvde. state. wv. us/jobs/) Speech Assistants Program Best Practice Guidance Document RESA Trainings OPP reimbursement programs Maintain SLP County Contact Share WVDE Information

Partnerships West Virginia University Part-time Program Online Graduate Classes – WVU/WVDE Camp Gizmo (Karen Haines) Marshall University The “L” School – Luke Lee Listening Language Learning Lab Recruitment Seminars – WVU/MU Discussions with West Liberty University WVSHA Recruitment/retention Committee (ASHA) Recruitment/retention Brochure National Board Certification State Update: WVSHA Conference WVSHA Website Telepractice Project: Vickie Pullins, Lingua. Care

THE “PIC” PROJECT National Center to Improve Recruitment and Retention of Qualified Personnel for Children with Disabilities (PIC) Federally-funded Technical Assistance and Dissemination Project Increase the nation’s capacity to recruit and retain qualified personnel. Five Year Project (Currently in Year 4) Limited number of states selected (3) WV application focused on the critical shortage of SLPs in the following areas: Personnel Preparation Program Partnerships (PPP) * Attracting, Developing and Supporting New and Existing Personnel (ADS) *

West Virginia PIC Services Goal: to increase the state’s capacity to assist local school districts in hiring and retaining qualified personnel for children with disabilities. SLP Focus WV PIC Intensive Services Onsite visits to facilitate meetings at the state level SLP Task Force Meeting (December) Personnel Preparation Program Partnerships (PPP) SLP Summit (February) Attracting, Developing and Supporting New and Existing Personnel (ADS) Assistance with developing, planning, implementing, and updating State Action and/or Partnership Plans Technical assistance via emails, conference calls, community blogs and webinars Access to cross-state Communities of Practice

WV SLP TASK FORCE Purpose: Increase the state’s capacity to develop and support preparation program partnerships that respond to local personnel needs for children with disabilities. Facilitator: Dr. Lisa Churchill (PIC) Participants IHEs: WVU/Marshall School Administrators : Superintendent, Sp Ed Administrators Private SLP Contractors SLP Lead Therapists WVSHA SLPA WVDE – OSP, Certification Action Plan and Summary

SLP Task Force Summary Challenges Supply- Demand Working Conditions Image Problem Financial Cost of contract services Competitive Salaries Personnel Hiring Barriers Lack of WV IHE Programs Speech Assistants Temporary solution Rural Needs Low Salaries Solutions Improve Communication among LEAs, State and IHEs Expand access to IHE Programs Tuition Support Online programs (WKU) Expand Speech Assistants program Make Permanent Hiring Incentives Start salary base at 20 yrs Additional Data on SLPAs - # want to become certified (OSP/RESA 7 Survey) Grad students wanting to work in public schools (WVU Survey)

WV SLP SUMMIT Meeting Purpose: To discuss the critical shortage of public school SLPs, examine reasons, resources, and generate recommendations for recruitment and retention of SLPs in West Virginia Facilitator: Dr. George Anne Rice (PIC) Participants Human Resources /Personnel Directors West Liberty School Administrators : Superintendent, Sp Ed Administrators RESA Representatives SLP Lead Therapists WVSHA SLPs, SLPAs WVDE – OSP, Certification, Title 2, Troops to Teachers Action Plan and Summary

SLP Summit Meeting Summary Challenges Supply- Demand Hiring Practices and Policies that create barriers Lack of Marketing plans at local and state level Working Conditions in Schools Low Pay Lack of understanding by BOE and others RE: Shortage Confusion regarding “Teachers” vs. “Professional Support Personnel” Speech Assistants Temporary solution Inefficient recruitment/retention strategies Solutions Explore Online Program with WKU Utilize “Troops to Teachers” Use of Telepractice Articulate shortage concerns to national groups like CEC – encourage them to work w/ ASHA Incentives such as ASHA dues, moving expenses, job sharing, etc. Clarify confusing policies such as reposting of jobs, retirement, etc. Statewide Awareness Campaign and job fair Recruit at WVSHA/ ASHA Ongoing PD for SLPs Update WVDE Job Bank Use Social Media that reaches younger market Greater access to social media for personnel/HR directors Develop video/DVD for marketing focusing on advantages of working in WV Extend contracts Flexible Scheduling ( job sharing) Advanced Credential of permanent certification for SLPA

West Kentucky University (WKU) Online Program WKU’s Online Master’s Program in Communication Disorders Accredited by NCATE, the Southern Association of Colleges and Schools, and the Council on Academic Accreditation in Speech-Language Pathology through the American Speech and Hearing Association (ASHA). Designed to prepare SLPs to meet needs in hospitals, clinic, schools, etc. Meets the academic and clinical requirements of ASHA, leading to national certification and state licensure A minimum of 42 academic and 7 clinical credits are required for graduation. WKU offers online prerequisite courses needed to enter the Master’s of Science in Communication Disorders. PIC has worked with WKU to establish cohorts in New York and Texas providing online programs addressing shortage areas. WVDE and WKU are currently in discussions regarding the project logistics. PIC is facilitating a memorandum of agreement with WKU to establish a WV Cohort.

WKU WV Cohort Determine interest in an online program RESA 7 Survey determining interest Requirements for WV Cohort Individual county West Liberty university Number of Candidates: 30 Total School Commitment Student would work on permit in schools while completing degree Students would sign contractual agreement to work in the schools post graduation. Financial Issues Cost per hour: 579+/credit hour in addition to books/ I (locked in rate ) Tuition support Framework Candidate must be WKU’s application requirements and follow their process All courses online Clinical internship and 3 externships will be completed in WV adjunct faculty Time Line : Summer 2013 – Summer 2015 April 16 Webinar for those interested

Next Steps: “PIC” Project Continue discussions with WKU Work with HR/Personnel Officers and WVDE OPP to clarify policies and distribute fact sheet Update and disseminate Recruitment/retention brochure Meet w/ WVDE personnel Update Job Bank Troops to Teachers Technology Options - using social media SLPA Program Develop fact sheet describing SLP incentives, mentoring , etc. for LEAs Combined meeting of Task Force and Summit participants. Complete Action Plan

THANK-YOU!!!!! 12/19/2021