Service Delivery Solutions: 3:1 Workload Model for Speech-Language Specialists, Occupational Therapists, and Physical Therapists *INTRO: CHRISTIE*

Agenda Overview of Current Challenges in Special Education The Caseload Model The 3:1 Workload Model What is it? Implementation Outcomes Potential Challenges and Solutions

SLS Changes in Old Bridge Public Schools Then Now SLS Changes in Old Bridge Public Schools SLS had a secretary who typed reports and filed any paperwork. SLS completes own secretarial duties Caseload composition was mainly articulation and some fluency cases with an occasional child with organic issue such as hearing loss. Students with complex communication needs were placed Out of District Majority of caseloads are language based issues, significantly more time consuming and labor intensive. Severity of children that are serviced within the district has increased dramatically. Attendance completed by hand and just a check if child was present and prepared. No time required outside of sessions to complete. No SEMI billing Computerized attendance with SEMI logs takes a minimum of 30 mins. daily to complete (that’s allowing for about 1 minute per child) Separate procedures and forms for ESLS students, which were quick to do Procedures for ESLS are the same for CST classified students More flexibility in schedule allowing for staffing with CST regarding cases Very limited staffing and communication with teams due to work loads SLS only met with parents for Eligibility meeting SLS holds two meetings for each child classified SLS had no role in Basic Skills Instruction SLS now has active role in RTI More flexibility to complete make-up sessions that were missed due to meetings Limited ability to complete make-up sessions I would like to add that as I am retiring in June the decision to implement this model does not affect me and so I do not have a personal “stake” in the outcome. However, I do feel that it is my responsibility to advocate for what I consider to be the only viable option the district has to allow the SLS department to be more effective in their dissemination of services.

3:1 Workload Model The 3:1 Workload Model is an evidence-based related service delivery model that supports students in the least restrictive environment and encompasses 1) Direct Services 2) Indirect Services and 3) District Compliance Activities performed by school-based SLPs.

Direct Therapy -Treatment Planning Direct Services Indirect Services -RTI Services -Student Observations -Design Homework -Design Class Modifications -Treatment Planning -Analysis of CCCS -Teaming -Material Development -Staffing Meetings -Teacher Consultation and Collaboration -Outside Agency Collaboration -Session Preparation -Transition Planning -AAC Device Programming -Staff Trainings Direct Therapy Assessments -ESLS Caseload Management -IEP Writing -Evaluation Report Writing -Progress Report Writing -Faculty and Dept. Meetings -Serve Multiple Schools -Grad/Stud. Experience -Parent/Teacher Conf. -Realtime Daily Service Logs -Professional Development -SEMI Billing District Compliance Activities

Tell me more… In a typical school month, students receive 3 weeks of direct services and 1 week of indirect services Allows for the integration of speech and language skills within core curriculum and increased collaboration between therapists, teachers, parents, and CST members Supported by the American Speech Hearing Association since 2002 American Occupational Therapy Association (AOTA) American Physical Therapy Association (APTA)

3:1 Service Delivery Model: Indirect Services - 1 week Services provided during the 4th week of the month include: Consultation/meetings with teachers, parents, and other specialists Student observations Developing treatment materials and planning sessions Providing make up therapy sessions More intensive services Assessments Documentation (IEP writing, progress report writing, evaluation report writing) Team Meetings Staff training Communication device programming The combination of direct and indirect services focuses the IEP team's efforts on the student's goals and ensures comprehensive and effective services. Everything we have discussed up to this point regarding the downfalls of a caseload approach are now possible during this 4th week of services. 7

3:1 Service Delivery Model: Intervention Services - IEP Plan IEPs w/ 3:1 model stated: “Therapy will be provided using a 3:1 service delivery model” Direct Therapy written in IEP as: Student will receive 29 sessions/year (old model - 1x/week) Student will receive 58 sessions/year (old model - 2x/week) Transition over to Cathy after this slide.