1. 3:1 Service Model Changing the Way SLPs Make a Difference…

2. ASHA’s View  The 3:1 service model has been supported by the American Speech Language and Hearing Association since 2002 because this service model aligns with the NCLB (No Child Left Behind) legislation  The Osseo School District SLP’s have been using this model since 2005

3. What it is NOT:  An “off” week  A “paperwork” week  An “assessment” week  A week you do not see students

4. What it is:  Flexible, block scheduling each month 3:1 3 weeks direct, 1 week collaborative (indirect) 3 weeks direct, 1 week collaborative (indirect) 3 ½: ½ 3 weeks direct, 1 week ½ direct, ½ collaborative 3 weeks direct, 1 week ½ direct, ½ collaborative4:0 4 weeks direct, 0 weeks collaborative 4 weeks direct, 0 weeks collaborative YOU CHOOSE!!! ALL SLPs use the same direct/collaborative week schedule throughout the school year!!! (e.g. first week of every month)

5. Planner Pass

6. Why?  The 3:1 model is a more efficient way to complete all the direct and indirect components of a Speech/Language Pathologist’s job in a timely/monthly way.  In other words… students are still seen the number of minutes stated on their IEP BUT there is a designated monthly time for teachers, parents, and the SLP to collaborate and improve the student’s ability to carry-over skills.

7. Possible Collaborative Week Activities  Consult with teachers  Consult with ESPs  Consult with parents  Consult with other specialists  Consult with outside agencies  Develop materials for student use at home  Develop materials for student use in classroom  Complete student evaluations  Provide direct service to students  Complete due process paperwork  M.A. logging  Participate/facilitate special ed. meetings  Participate in small group workshop/instruction  Analyze student's data toward achievement of goals

8. It’s a Team Effort What can you do to help the students achieve???

10. PLC Reflections  It’s the busiest week of the month  It’s our chance to see students in their learning environments SLPs can give feedback/ideas to classroom teachers SLPs can give feedback/ideas to classroom teachers SLPs can adjust speech/language programming to better meet student needs & to align with curriculum SLPs can adjust speech/language programming to better meet student needs & to align with curriculum  It’s a student’s chance to see us outside of the speech room Helps them remember to carry-over skills Helps them remember to carry-over skills  Allows for collaboration/consultation time with other speech pathologists  Allows time to develop home programs and track progress at home

11. Is it Working???

12. Evidence of Success  The SLPs using this service model for the past 3 years in our district feel that it is TREMENDOUSLY successful. Improves quality of service for students Improves quality of service for students Quality collaboration happens between teachers, parents, student, and SLP Quality collaboration happens between teachers, parents, student, and SLP Improves SLP morale Improves SLP morale Many students achieve their goals more quickly Many students achieve their goals more quickly Intervention can be aligned with classroom curriculum Intervention can be aligned with classroom curriculum Teachers become actively involved in the carry-over of speech/language skills Teachers become actively involved in the carry-over of speech/language skills

13. Behind the Scenes…  Monthly PLC team meeting to discuss pros/cons of the service model for the past 3 years Student success/struggles Student success/struggles Monthly problem solving Monthly problem solving  Shared PLC folder that contains 3:1 documentation forms and carry-over activities  PLC has created a “master list” of student materials for classroom and home use

14. “Collaborative week” is evolving into a “collaborative mindset” The freedom to get many things done actually increases our service time with kids and makes us more efficient. PLC Members: Wendy Ames, Laura Ellos, Joyce Johnson, Traci Ohlenkamp, Alice Olson, Carol Root, Kelly Strombeck, Joan Waldschmidt, & Dawn Walkley Additional 3:1 Providers: Sue Dobratz, Sandy Eide, Lisa Fanfulik, Beth Johnson, Denise Lowe, Cindy Meester, & Pamela Tarasar