【正文】 rovide direction (including correction) to those who are less knowledgeable or less experienced You vigorously seek and tell the truth even those truths that may be less than flattering to you. P3 MSHA Staskowski 2022 11 Feeling Frantic? How can we do all that is expected? Are your practices from the 21st century but your schedule from the 20th century? Many others feeling the same way have found a better way. MSHA Staskowski 2022 12 The Workload Approach to Caseload MSHA Staskowski 2022 13 SLP Workload Activity Clusters Direct services to students Indirect services that support students’ educational programs Indirect activities that support students in LRE/general education curriculum Activities that support pliance with federal/state/local mandates Workload Activities WC5 MSHA Staskowski 2022 15 This approach takes into account Enrollment of a student into direct intervention, regardless of service delivery options, will add to the workload in other clusters of activity. (Estomin, 1/2022) MSHA Staskowski 2022 17 Examples of Flexible Scheduling Flexible Monthly Schedule 4 week schedule Allows for blocks of time for intensive treatment Expands the “AB” approach used in many highschools 3:1 Model Three Weeks direct service: One week Indirect Oregon implementation SLP job satisfaction Integration with general education Less cancellations (and more makeups) More direct therapy time More thirdparty billing Block Scheduling MSHA Staskowski 2022 18 SLI as a Primary Disability Language Articulation Fluency Voice Prevention Identification Assessment Intervention Dismissal Schoolage Students Adolescents Preschool Students Infants and Toddlers MSHA Staskowski 2022 19 Early Intervening / Response to Intervention for SLI L7 MSHA Staskowski 2022 20 Sample form for documenting early intervening services G eneral E duca tio n Assis tance Plan f o r Ea rly Inte rv ening Services Na me: ______________ _______________ DO B : ____________ Gr a de : ___________________ Mee ti ng d a te: ________ _______________ F oll ow up da te: ______ __________________ P e r son s At t e n d in g the M e e ting Na me:_______________ ________________ Na me:___________________________________ Na me:_______________ ________________ Na me:___________________________________ Na me:_______________ ________________ Na me:___________________________________ P e r son (s) w h o r e f e r r e d : __________________________________________________________ S p e c if ic C on c e r n s : _______________________________________________________________ ________________________________________________________________________________ Re view of P e r tinen t Inf or m at ion ________________________________________________________________________________ ________________________________________________________________________________ Curre nt A c c ommoda tions a nd M odific a tio ns P rogre s s a nd Re s ults Time F ra m e Hyp ot h e sis of P r ob lem : ___________________________________________________________ ________________________________________________________________________________ ________________________________________________________________ ________________ Ne w E a rl y I nt e r v e ning P la n W ho is R e s ponsi bl e Time Fra m e Res ponse to Interv e nt ion P ar e n t N ot if icat ion an d /or Si gn at u r e : __________________________________Da te:_________ Re c o m m e n d at ion s : __________ _____________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Articulation Language Voice Fluency Learning Disabilities MSHA Staskowski 2022 21 Language Assessment MSHA Staskowski 2022 22 Michigan Rule 1710 Rule of the Michigan Special Education code provides the following definition of a speech and language impairment: Subrule (1) A “speech and language impairment” means a munication disorder that adversely affects educational performance, such as a language impairment, articulation impairment, fluency impairment, or voice impairment. MSHA Staskowski 2022 23 L AN G UA G E E L IG IB I L IT Y G UID E /T E AM S UM M AR Y Stu d e n t B ir th d ate Date Sp ee ch L a n g u a g e P ath o lo g i s t T ea m Me m b er s El i g i b i l i t y D e t e r mi n a t i o n P h a se * Co ll e c ted in p a rt d u ri n g p re re f e rra l p h a se D o e s n o t su p p o r t e l i g i b i l i t y S u p p o r t s e l i g i b i l i t y T ea cher ( s ) □ i n ter v ie w /o b s er v atio n s * P a re nt □ n o tif icatio n ( p r e r ef er r al) □ in ter v ie w /o b s er v atio n s * Student i n t erv i e w / co mm ents * In p u t Rev iew o f P er t inent I nfo r m a t io n E d u ca tio n al ac h i ev e m e n t a n d o th er r ec o r d s s u ch as: M L P P , DI B E L S, s tu d e n t p er m an e n t r ec o r d ( C A 6 0 ) * Co ns idera t io n o f cult ura l / lin g uis t ic dif f er ence s * C o m p lete t h e p r o ce s s in t h e C u lt u r all y a n d L i n g u is tical l y Di v