1. Office of Special Programs West Virginia Department of Education
Speech-language Pathology Services in WV Schools: Guidelines for Best Practice
Kathy Knighton
Office of Special Programs
West Virginia Department of Education

2. PURPOSE
SLP RESOURCE
Clarify State/federal regulations
Reflect Best Practice
Improve Consistency
Assist SLPs, special education directors and school administrators:
Facilitate speech-language services in their schools
Improve outcomes for SLI students
Special education practices and procedures for students receiving speech/language services are explained and clarified.
Reference for SLPs/administrators regarding the appropriate delivery of services to students with speech-language impairments and the role of the SLP.

3. SLP WORK GROUP MEMBERS Alice Akers – Logan County
Tondra Elkins – Mingo County
Marsha Fink – Raleigh County
Lisa Jackson – WVSHA / Raleigh County
Nancy Laughlin – Marion County
Cheryl Prichard – WVU
Bernadette Rush – Harrison County
Kerynn Sovic – Jackson County
Anna Smith – Putnam County
Janet Stone – Monongalia County
Terri Stark – Cabell County

4. CONSIDERATIONS Summary Recommendation of Speech Forums
FORMAT
Summary Recommendation of Speech Forums
State Guidance Documents
CONTENT
Reflect best practice
User-friendly
Comprehensive, but not overwhelming
WV Specific Issues
RESOURCES
ASHA Resources
Web-based resources
National/state resources

5. TABLE OF CONTENTS FOREWORD ACKNOWLEGEMENTS INTRODUCTION
FEDERAL/STATE REGULATIONS
IDEA
Policy 2419
ROLE OF THE SLP
Responsibilities not within Role
WV SPECIAL EDUCATION PROCESS: SPEECH-LANGUAGE
Identification and Referral
Evaluation/Reevaluation
Eligibility
Individualized Education Program
Service Delivery Models/Scheduling

6. TABLE OF CONTENTS……… MANAGEMENT OF SPECIAL POPULATIONS SPECIAL TOPICS
Auditory Processing Disorder (APD)
Autism
Childhood Apraxia
Deaf and Hard of Hearing (Cochlear Implants)
Dysphagia
English Language Learners
SPECIAL TOPICS
Assistive Technology
WV Early Childhood Education
Universal PreK/ WV Birth to Three
Literacy
Response to Intervention
Medicaid
Section 504

7. TABLE OF CONTENTS….. PROGRAM IMPLEMENTATION REFERENCES APPENDICES
Personnel
National Board Certification
Use of Speech Assistants
Coordination: School Based Programs
Facilities
REFERENCES
APPENDICES
Glossary/Acronyms/Online Resources
Multi-tiered Model for Speech/Language Services
WV Policy 2419 Eligibility Criteria
Examples of Severity Rating Scales

8. MULTI-TIERED MODEL FOR SPEECH-LANGUAGE SERVICES
RTI model: 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 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
The RTI model has unique implications for students with speech-language impairments and is being imTraditional approaches to speech therapy often result in students being enrolled in programs for long periods of time without making significant progress.
SLPs must dedicate significant time and maintain burdensome paperwork to navigate the special education system for a young child with a mild speech disorder that may correct without intervention.
This model allows the SLPs to provide speech/language intervention within the general education environment with the educator, parent and the student prior to referral for special education.
The student has the opportunity acquire age appropriate speech and/or language skills in a regular education environment.
The SLPs and teacher have the opportunity to observe the child’s speech and language skills to determine if a disorder is present that requires referral for special education. In this model, students in Tier 1 and Tier 2 do not have an IEP.

9. “Step-Up” to Speech

10. RTI MODEL: Speech/language Services
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 be referred for special education until Tier 3.
SLP responsible for implementing the special education process.
Parent Involvement IS KEY!!!

11. NEXT STEPS Disseminate Guidelines
WVSHA
Available on Website:
RESA Workshops
Special Ed Directors/ SLP
Special Education Leadership Conference
April 11-13, 2011
AIR PROJECT
“Step-up” to Speech
Resources
RTI in Action
ASHA: Roles and Responsibilities of Speech-language Pathologists in Schools

12. THANK-YOU!!!!!
11/8/2018