Calculating SLP Workload Ann Slone Supervisory Network May 29, 2014

Agenda  Proposed new regs with implementation Fall, 2014  Two-prong approach  Designing a workload calculator  Calculating workload per building  Projected caseload per building

Current Rules:  Preschool and school-age providers  Educational agencies shall determine ratios for an individual service provider by considering scheduling and time demands of preschool or school-age service providers, including but not limited to:  All areas of service to students with and without disabilities  Severity of each eligible child’s needs and level and frequency of services  Time needed for planning  Additional time for all other workload duties O.A.C (I)(1)(a-d)

(I) Proposed Revisions as of 9/3/13 (3) Related service providers for preschool and school-age children with disabilities shall provide direct services specially designed instruction in accordance with a following ratios work load limits a workload process with respect to any requirements limiting the number of students per licensed professional as set forth below.

Proposed (I)(1) (I) Service provider ratios workload determination for delivery of services (1) The school district, county board of developmental disabilities (county board of developmental disabilities ), and other educational agencies shall determine ratios workload for an individual service provider by following a workload process to include: considering scheduling and time demands of preschool or school-age service providers, including but not limited to the following:

Proposed (1)(a) (a) All areas of service provided to children with and without disabilities, including, but not limited to: school duties, staff meetings, professional development, supervisions, travel/transitions, screening, assessment, evaluation, progress documentation and reporting, secondary transition service planning, conference/consultation pertaining to individual students, documentation for individual students, and third party billing requirements. screening, assessment, consultation, counseling, training, and related duties in the school setting, intervention design, and educational interventions.

Proposed (I)(1)(b) (b) The severity of each eligible child’s need, and the level and frequency of services necessary to provide a free and appropriate public education (FAPE)for children to attain IEP goals and objectives.

(1)(c)  (c) Time needed for planning in accordance with paragraph (A)(9) of rule of the Administrative Code., including statutory and/or contractual agreements applicable to the educational agency.  (d) Additional time for diagnostic testing and classroom observation; coordination of the program; parent, staff and agency conferences concerning individual children; staff development activities; and follow-up; and the demands of an itinerant schedule, including the number of buildings, the distance between the buildings, and travel.

(I)(2)  (2) School-age service providers will provide specially designed instruction in accordance with a workload process with respect to any requirements limiting the number of students per licensed professional, as set forth below.direct services in accordance with the following ratios

 (3) Related service providers for preschool and school-age children with disabilities shall provide direct services specially designed instruction in accordance with the following ratios work load limits. Additionally, consideration shall be given to paragraph (I)(l) of this rule. Indirect and direct services shall be provided in accordance with each child’s IEP.

(3)(f)  (f) A speech and language pathologist shall provide services to no more than eighty school-age children with disabilities; or no more than fifty school-age children with multiple disabilities, hearing impairments, or orthopedic/other health impairments; or no more than fifty preschool children with disabilities. Each school district shall provide services at a ratio of one speech and language pathologisty services per two thousand children as required by division (F) of section of the Revised Code.

What’s New?  Still a two-prong approach  Some new language  Implementation  Monitoring by OEC

Calculating workload per building: Step 1 Establish standards for: Standard min/initial ETR Standard min/reevaluation Standard min/IEP speech only Standard min/IEP speech related Standard min/progress report or interim report Standard min/week for Medicaid documentation Standard min/screening Standard min/week for 1 FTE 2400

Calculating workload per building: Step 2 Use the calculator worksheet for each building with data provided by all SLPs who work in that building: ABC Elementary (Susie & Jill)DEF Elementary (Linda, Sally & Joan) Jr. High (Sally)High School (Kristin) Preschool (Joan)Outside Agencies (Katie)

Direct service minutes  Use your weekly schedule  Count minutes in of direct service: group, classroom, individual sessions and intervention  Do not count minutes you might have over-scheduled for cancellations, make- up Tx, meetings, etc.  Stick to the required minutes for this.

Number of ETRs  Initial: Estimate based on this year so far and perhaps end of year last year.  Re-evals: Estimate based on due dates.

Number of IEPs  Speech Primary: Include initial and annual reviews.  Related Service: Include initial and annual reviews.  Count move-ins

Number of screenings  Probably more in primary buildings  Let’s agree on what screening is  What activity is included in a screening?

Staff Meetings  How many do you attend per year?  How long are they? o Number per year X minutes for each=?  Divide by 36 weeks to arrive at minutes per week for this value.

Intervention/Consultation Meetings  Let’s talk about how this might vary from building to building.  Do the math and enter minutes per week.

/Phone/Parent Conf/SSI Paperwork  This would be miscellaneous contact with agencies or parents outside the school.  Estimate the amount of time per year.  Do the math and come up with a value per week.  Keep this data clean. Don’t double-count here! i.e. Don’t count all of the hours you are at Parent Conference Nights if you do not meet with parents the whole time and are doing paperwork or IEP meetings.

Progress Reports/Interims  How many do you do a year of each?

Planning, making materials, programming devices A full-time SLP or teacher is entitled to 200 minutes according to state law. Can we agree to plug 40 min. in here for every day of SLP service that is at this building?

Medicaid Documentation  Are you doing it the most time-efficient way?

Travel between buildings  Suggestion: Use your monthly travel reimbursement requests and translate it to time.  Then divide into minutes per week.  Please be sure you are scheduling these services in the most time- and mileage- efficient manner.

Professional Development  Two days of PD per year=16 hours=960 minutes/36 weeks=27 minutes per week or 5 minutes per day.  How do we divide this among buildings?  Should we plug in 5 minutes per day for every day that an SLP is at the school?

Lunch periods per week  Figure this by multiplying days at school that an SLP is there at lunch time.

Building Duties  How many minutes per week are you responsible for building duties?

Calculating workload per building: Step 3  Please send completed worksheets for each building to your supervisor by March 12.  Your supervisor will plug data into the calculator and come up with a workload minutes per week for each building.

Calculating Workload per Building: Total Minutes per Wk.  This magic number will be calculated by Ann when your data is plugged into the calculator.  Stay tuned.

Projected caseload per building  Will be calculated as we have done it in the past using current caseload data and projections for next year.  Your supervisor will send directions to you March 13.  Due date for entering your projections into the Databank and the spreadsheets will be March 20.