1. Workload Approach: It’s Not Optional in Ohio! Short Course Charles H. Carlin, Ph.D., CCC/SLP Associate Professor The University of Akron School of Speech-Language Pathology and Audiology carlin@uakron.edu

2. Disclosures Financial Relationships: The Ohio Department of Education provided me with funding to create the Workload Module (omnie.ocali.org) and Workload Guidance Document (education.ohio.gov). Nonfinancial Relationships: I chaired the committee that created the Workload Guidance document for the Ohio Department of Education. I was the primary investigator on the Caseload Ratio Study.

3. Caseload versus Workload Approach Two main methods to determine a SLP’s caseload size: ◦ Caseload approach: Educational agencies assign SLPs a certain number of students for services without considering the time needed to complete other workload. ◦ Workload approach: Educational agencies assign SLPs a certain number of students for services after allocating the time needed to complete all other workload.

4. Historical Background The workload approach has been part of the Ohio Operating Standards since (at least) 2004. Unfortunately by 2008, only 12% of Ohio SLPs implemented a workload approach (ASHA, 2008).

5. Current Workload Rule Chuck said page 154 is my new best friend.

6. Key Principles behind Workload Rule Two-pronged approach continues. Emphasizes a data-driven method to quantify the scheduling and time demands associated with each workload duty and service. Shifts the focus away from assigning students based on caseload maximums and toward using a workload-based process. Requires a waiver for exceeding caseload ratios.

7. Definition of Key Terms

8. Definition of Terms Workload: Services and duties assigned to service providers, to include all areas of direct and indirect service to children with and without disabilities (references 3301-51-09 (I)(1)(a)). ◦ Expectations that underpin the workload mandate:  All children will receive FAPE in their LRE.  All workload duties will be completed in a compliant manner.  Workload will be completed within a reasonable period of time.  Students will make adequate progress.

9. Caseload or caseload ratio: ‘Number’ of children who receive specially designed instruction or direct related service from a service provider. ◦ Expectations that underpin the workload mandate: ◦ Service providers have enough time to complete assigned workload, to include services to caseload. ◦ The number of children on the caseload will depend on several variables:  The amount and type of workload duties already assigned.  Caseload configuration (e.g., disability and grade-level categories).  The time needed to complete workload compliantly.  The skills and needs of the service provider. ◦ The calculated caseload ‘number’ or ratio reflects proportional calculations or weights whenever a provider is assigned a mixed caseload. ◦ A waiver must be obtained in order to exceed the caseload ratio. Definition of Terms

10. Mixed caseloads: Name used to describe situations when the SLP provides specially designed instruction or direct related services to children from different grade-levels and/or disability categories. Definition of Terms

11. Proportional calculation or weight: A predetermined value that is assigned to children on a mixed caseload. The value reflects differences in associated workload. ◦ A child with a disability may be counted differently based on the disability and the grade- level category. ◦ Assigned weights are added together. ◦ After the proposed workload is proposed, the LEA will ensure an SLP’s caseload ratio does not exceed the weighted total of 80. ◦ A waiver must be obtained in order to exceed the caseload ratio for a mixed caseload.

12. Time Study: A data driven process that allows a service provider to objectively quantify the exact scheduling and time demands associated with each workload duty, to include services. ◦ Common practice for:  Medically-based SLPs  Lawyers  Consultants Definition of Terms

14. (I)(1) Workload for an individual service provider shall be determined by following a process, which incorporates the following components: (a) All areas of service provided to children with and without disabilities, including, but not limited to: school duties, staff meetings, professional development, supervision, 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. (b) continued Workload Determination Rules: Prong 1

15. (I)(1) Workload for an individual service provider shall be determined by following a process, which incorporates the following components (continued): (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). ◦ This component is directly tied to IEPs and other plans. (c) Time needed for planning in accordance with paragraph (A)(9) of rule 3301-35-05 of the Administrative Code, including statutory and/or contractual agreements applicable to the educational agency. Workload Determination Rule: Prong 1

16. The Maximum Caseload Ratio Workload Determination Rule: Prong 2 Here is where the 1.6 comes in

17. Workload Waiver If the workload determination is not reasonable and/or the caseload ratio exceeds the maximum caseload ratio, the LEA ◦ Adjusts the workload expectations and/or ◦ Changes the proposed caseload ratio. If the caseload cannot be adjusted, the LEA must obtain a waiver from ODE. No waiver is given for a workload determination that is NOT reasonable.

18. Waiver Rule – from the Operating Standards under rule 3301-51-09 (K)

19. QUESTIONS AND DISCUSSION

20. Implementation of Workload Rule

21. Identify What You Do & How Often Read your contract and job description. Review documents (e.g., IEPs, intervention plans, calendar/planner, schedule, etc.). Do a mini-study. Brainstorm (next slide).

22. Brainstorm Your Workload and Create Data Sheets

23. Quantify Time Needed to Complete Workload Now that you know what you do each day, Review documents (e.g., IEPs, calendars, therapy schedule, Medicaid billing, contracts). Determine the time needed to complete workload. ◦ Implement both approaches.  Assign standard values (e.g., contractually negotiated, consensus, test manuals).  Conduct a time study before/after work and on weekends too. Organize the data.

24. Time Study Method

25. Time Study Establish a time study process, which includes: ◦ A team. ◦ Standard data collection forms (see upcoming slides). ◦ A review of relevant records. ◦ The precision of data (e.g., rounded to nearest 5 minute mark). ◦ A representative period of time to study, which includes:  Before and after work.  The weekend.  Contractual the work week. ◦ A method to organize, analyze, and interpret the data.

26. Time Study: Work Parameters Length of workday. Length of workweek. Total number of days in contract. Length of lunch. Length of contractually negotiated or statutorily allowed planning time. Times when students are available for services and interventions. Location of buildings or settings of service, and distances.

27. Time Study: Standard Deductions Lunch Workload analysis (e.g., 20 minutes a week) Attendance at staff meetings Travel and transitions Professional development Tier 1 activities Supervision

28. Time Study: Planning Time Planning includes: Designing work, evaluating student progress, conferencing and team planning, collaborative planning for the development of lesson plans, professional development and shared learning. Per the State, the minimum allowable time is 200 minutes a week for FTEs. Review time study data and determine if you need more than the minimum amount of planning time. ◦ Do not factor in indirect IEP services. Although many of those activities could fall under the category of planning, they’ll be accounted for later.

29. Time Study: Workload Duties Meetings Paperwork Diagnostics and screenings Progress monitoring Correspondences Other duties

30. Time Study: Services and Interventions Ideally, reference schedules, IEPs, and plans. Data are clustered by proposed groups or 1:1 sessions, where applicable. Determine proposed indirect services, which ideally will be listed on IEPs and plans.

31. Data Collection Form: Time-based Aligns with Workload Activity Cluster

32. Data Collection Form: Tally-based

33. Excel-based Data Collection Form

34. Gather Data for Caseload Ratio Calculation

35. Caseload Information for Maximum Caseload Ratio Calculation For each child on the proposed caseload, obtain the following: ◦ Name of child (broken down by building). ◦ Disability category (from the ETR) or regular education status. ◦ Grade-level category (i.e., preschool or school-age). ◦ Type of services (i.e., direct or indirect). ◦ Likely groupings, where appropriate.

36. Workload and Contractual Data At this point, you have quantifiable data (see below) and you can enter data into the calculator. Contractual work parameters. Time needed to complete proposed workload. Proposed caseload information. (e.g., names of students). And, probably some ideas on how to reduce your proposed workload.

37. WORKLOAD CALCULATOR: A Jar of Marbles in Excel Format

38. Jar of Marbles Analogy 30 60 30 90 60 Marbles = Workload with associated times 30 Time Remaining for Services 30 Chuck’s Workload Jar Possible Workload Mary’s 1:1 session Jar Size = Your work parameters Bowl of Marbles= Possible workload

39. Advantages of Using a Workload Calculator Uses objective data. Organizes and calculates many facets and activities. Excel format is customizable Analyzes data to provide categorized results.

40. Step 1: Calculate Time Scheduled to Work Number of hours expected to work during a 4 week period of time. Data should be entered by day of the week for 4 weeks. Calculated the total number of hours the SLP is expected to work over the 4 week period.

41. STEP 1: CALCULATE TIME SCHEDULED TO WORK

42. Step 2: Calculate and Subtract Standard Deductions Enter minutes per 4 weeks needed for activities not directly impacted by individual students, including: ◦ Lunch ◦ Workload Analysis ◦ School Duties ◦ Attendance at Staff Meetings ◦ Travel/Transitions ◦ Professional Development ◦ Tier 1 RTI Activities ◦ Supervision of CFY/PEY ◦ Other Finds the sum and subtracts it from the total time available for work.

43. STEP 2: CALCULATE AND SUBTRACT STANDARD DEDUCTIONS

44. Step 3: Calculate and Subtract Planning Time Enter minutes per week needed for planning, including: ◦ designing work ◦ evaluating ongoing progress (not including progress reports, IEPs, interims, or regularly scheduled therapy time) ◦ conferencing and team planning ◦ collaborative lesson planning ◦ developing lesson plans ◦ professional development and shared learning Converts to number of minutes needed per 4 week period of time. Finds the sum and subtracts it from the total time available for work.

45. STEP 3: CALCULATE AND SUBTRACT PLANNING TIME

46. Step 4: Calculate and Subtract Time Needed for Workload Duties Enter minutes per 4 weeks needed for activities that may be affected by individual students, including: ◦ Intervention Meetings (e.g., RTI, IAT) ◦ Evaluation/Assessment Planning Activities ◦ ETR Planning Meetings ◦ Administering Assessments/Evaluations (e.g., tests, observations, interviews, etc.) ◦ Scoring and Interpreting Assessments/Evaluations ◦ Writing ETRs ◦ Follow-up Activities after ETR Meetings ◦ ETR Meetings ◦ Conducting Screenings ◦ Scoring and Interpreting Screenings ◦ Progress Monitoring for IEP Drafts, Progress Reports, and Interims

47. (Workload Duties cont.) Meetings about Progress IEP Planning Activities IEP Meetings Follow-up Activities after IEP Meetings AT/AAC Funding Reports and Activities Reading Professional Literature to Enhance Practice/Compliance Third Party Billing (e.g., Medicaid) Email, Phone, Notebooks, and other Correspondences All Activities Related to Service Plans All Activities Related to 504 plans Other Meetings (e.g., 504, manifestation determination, transition planning) Other

48. (Workload Duties cont.) The Workload Calculator finds the sum of minutes required for workload duties and subtracts it from the time available to work over the 4 week period

49. STEP 4: CALCULATE AND SUBTRACT TIME NEEDED FOR WORKLOAD DUTIES

50. Step 5: Calculate and Subtract Time Needed for Services and Interventions Enter minutes per 4 weeks. ◦ Include students who are on IEPs, service plans, and 504 plans ◦ Each proposed session should be listed and designated by the students’ initials The Workload Calculator finds the sum of minutes required for services and interventions and subtracts it from the time available to work over the 4 week period

51. STEP 5: CALCULATE AND SUBTRACT TIME NEEDED FOR SERVICES AND INTERVENTIONS

52. Prong 2: Maximum Caseload Ratio Calculator will assign weights for children on a mixed caseload. Children from the following disability categories are weighted as 1.6: ◦ Hearing impairment, multiple disabilities, any preschool aged child with a disability, autism, other health impairment (major and minor), an orthopedic handicap. Children from the remaining disability categories are assigned a weight of 1 The sum of the weighted caseload may not exceed 80.

53. MIXED CASELOAD CALCULATION

54. Summary and Analysis of Workload This final tab is a summary with analysis: ◦ The number of minutes contracted to work. ◦ The number of minutes needed for standard deductions. ◦ The number of minutes needed for planning. ◦ The number of minutes needed for workload duties. ◦ The number of minutes needed for services and interventions.

55. (Summary and Analysis cont.) The calculator displays a comparison ◦ Time the SLP is contracted to work ◦ Time needed to complete the proposed workload. ◦ Should be a reasonable balance! This analysis allows the SLP and administrator to understand the following: ◦ The difference between:  Time needed to complete the proposed workload  Time the SLP is expected to work. ◦ The percentage of the SLP’s time devoted to direct and indirect services and interventions. ◦ Weighted caseload size.

56. SUMMARY AND ANALYSIS

57. Maximum Caseload Ratio Determine if caseload ratio is at or below the maximum allowable number. ◦ Assign weights, where appropriate.  For mixed caseloads, sum should be under weighted 80. ◦ Add up number of students if caseload is NOT mixed  Should be under 80 or 50 depending on disability categories or grade-level categories.

58. Find the Balance Find balance in order to achieve reasonable workload ◦ Reconsider student groups. ◦ Reassign workload to qualified other. ◦ Obtain release from certain workload duties. ◦ Other strategies to reduce workload.  Clerical support  Technology  Professional development ◦ Recalculate workload. ◦ Consider other options.

59. Factors that Affect Workload Administrative ◦ Buildings of services. ◦ Students assigned to many classrooms and teachers. ◦ Dedicated times for interventions (e.g., I/E, not during reading and math, no specials). Documentation ◦ Indirect services on IEP. ◦ Services document what the child needs not the ‘minimum’ notion. ◦ ‘Extra services’ are written into IEPs. IEP Team Decisions ◦ LRE ◦ Service delivery model (e.g., group size, frequency). Role of SLP: ◦ Strategies focus where stakeholders are trained on EBP. ◦ Monitor and implement accommodations and modifications. ◦ Tier 1 intervention provider. ◦ Make-up services. Philosophical Orientation: ◦ Accommodations are faded and skills are taught, when appropriate. ◦ Services align with evidence-based and best practice.

60. Workload Reduction or Management Overload Strategies ◦ http://www.asha.org/SLP/schools/Brainstorm-Action-Strategies/ http://www.asha.org/SLP/schools/Brainstorm-Action-Strategies/  Provide clerical assistance for scheduling meetings and sending out paperwork.  Relieve SLPs from committee work and duties.  Invite SLPs to attend relevant RTI and building staff meetings.  Agendas sent out in advance of meetings, meetings adhere to timelines and agenda.  Co-teaching with students clustered in pods or classrooms.  Cluster screening events so minimal service time is missed.  Spread IEPS and reevaluations  Form a diagnostic team to cut down on SLP evaluation time.  Doodle.com to schedule meetings.  SLPs only attend meetings when they are mandatory participants.  Use standard treatment protocols approach for Tier 2.  Use PPT projector during meetings (vs. copies).  Create some templates. Carlin, 2014; Conrad & Sloan, 2015

61. Discussion Brainstorm some strategies that can be used to reduce your workload. Brainstorm some professional development activities that can be used to reduce your workload.

62. Write It Up! Summarize the following: ◦ Contractual parameters. ◦ The time commitment associated with your assigned workload. ◦ Scheduling demands that narrow when workload can be completed. (e.g., I/E time). ◦ Percentage of time spent on services and interventions. ◦ Caseload ratio. ◦ Evaluation data (e.g., impact on student progress, cancelled sessions). ◦ Recommended strategies to reduce workload and professional development ideas.

63. Implement the Workload Determination

64. Implementation and Evaluation Upon implementing your workload, your data should show the following: Adequate student progress (e.g., goals/objectives). Provision of FAPE (e.g., IEP designed to meeting goals, services provided). Delivery of services in the LRE (e.g., individually determined based on data. ) Compliant completion of paperwork (e.g., timelines, accuracy, quality). Adherence to third party billing, employer specific, state, and federal timelines (e.g., timelines, accuracy, quality). Compliant completion of workload duties within reasonable workweeks. Availability of lunch and planning time. Other (e.g., appropriate supervision provided, use of qualified subs).

65. Reevaluation Frequent reevaluation is necessary to ensuring workload remains reasonable. Reevaluation is necessary when workload duties and/or caseloads change. Occasions requiring reevaluation, and possibly alteration, of workload is necessary when: ◦ SLP is asked to complete additional workload duties ◦ New students are added to the caseload ◦ SLP is required to attend more meetings (e.g., IEP, MFE, parent/teacher conferences, MFE planning meetings, etc.), or engage in additional parent and teacher correspondences (ASHA, 2002a). ◦ Changes in service delivery models, building assignments, and staffing

66. Remedies Departmental support Administration Union Ohio Department of Education

67. Conclusion Focus on FAPE and LRE Remember, our workload directly affects our students’ progress and access to a high-quality education Use data and generate realistic ideas to address workload issue