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

2. 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

3. 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.

4. 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.

5. 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

6. 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)

7. 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

8. 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.