Presentation on theme: "3:1 Service Delivery Model"— Presentation transcript:
1 3:1 Service Delivery Model Speech-Language PathologistsKnox-Warren Special EducationSchool Year
2 What is the 3:1 Service Delivery Model? The model follows a calendar in which speech pathologists provide traditional, direct service to students for 3 consecutive weeks, followed by a week of consultative services.The consultative week is an opportunity for the SLPs to consult with teachers, parents, other specialists, in addition to other workload related tasks.The primary goal is to help align speech and language services with the student’s curriculum and general education teacher’s classroom objectives so that generalization of skills occur. In other words therapy objectives are better aligned with classroom curriculum.
3 Why Change?This model is the kind of new approach that ASHA (American Speech and Hearing Association) has been officially advocating since the 2002 adoption of its policy on “Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools”.(See attached Workload Activity Clusters)This service delivery approach also meets the demands of the reauthorized Individuals with Disabilities Education Act, (IDEA Amendments, 1997) to focus on functional IEP goals to support the student’s progress in the general curriculum.
4 Why Change cont.Quality consultation with teachers could not be done under the previous model of managing all aspects of workload, without specific support time.It improves the quality of service without increasing costs.It will provide the structure to formally discuss student needs, progress and strategies with teachers, parents and other related staff.
5 Service Delivery Options Direct ServicesScreening studentsContinued direct speech/language serviceStudent evaluationsCo-teaching in classroomDirect instruction in classroom (push in)RtI interventions
6 Service Delivery Options Indirect Services to Support LREConsultation with teachers, paraprofessionals, parents, other related service staffDesign pre-referral intervention activitiesDesign adaptations, modifications to curriculumObservation of students in classroom settingDevelop materials for use in classroom setting
7 Service Delivery Options Indirect Services to Support IEPAlign IEP goals with general ed curriculumDevelop materials for student useProgramming augmentative devicesStudent observation in classroom settingStaff development trainingAnalyze and engineer environment to increase opportunities for communication
8 Service Delivery Options Compliance and Must-Do’sParticipate in special ed meetings (IEPs)Participate in general ed meetings (RtI)Paperwork completion (IEP, RtI, data collection, daily logs)3rd party billing documentation/paperworkFunding report for Assistive Tech/Augmentative devices
9 Information SharingInforming Administrators/Staff: (Attached letter to administrators)Informing Parents: (Attached letter to parents)Calendar of Service: (Proposed Calendar of Service Attached)
10 Data Collection Consultation Week Data collected on services provided: Direct therapyDirect therapy in general edParent contactsTeacher consultationConsultation with other specialistsMaterial developmentMake up sessionsCompleted paper workMedicaid billingParticipated in IEP meetingsParticipated in RTI meetingsParticipated in small group workshop/instruction
11 ReferencesAmerican Speech-Language-Hearing Association, (2000) Guidelines for the Roles and Responsibilities of School-Based Speech-Language Pathologists. Rockville, MD: AuthorAnnett, M. (2003, April-June) Beyond School Caseloads; Looking at Total Workload. The ASHA Leader, pp. 1, 17-18Annett, M. (2004, March 2) Service Delivery Success: SLPs in Oregon Schools Tackle Workload, Enhance Recruitment. The ASHA Leader, pp. 1,Cirrin, F.M. Advocating for Workload Strategies: The Minnesota Story. The ASHA Leader, pp. 1,Throneburg, Calvert, Sturm, Paramboukas and Paul, A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting, American Journal of Speech Language Pathology, - 2/2009, Vol 9,