1. REGIONAL SPEECH/LANGUAGE RULES IMPLEMENTATION WORKSHOP APRIL/MAY 2010 BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES FLORIDA DEPARTMENT OF EDUCATION Overview of the Revised Speech and Language Rules

2. History of Speech/Language Rule Revision in Florida 3 year process to rule approval 8 rule development workshops with opportunity for public input Purpose of revision:  reflect current knowledge in the field  update practice in accordance with current best practice  better align with recently revised related SBE rules Rules’ organization similar to previous rule for students with speech and language impairments Rules’ content differs significantly

3. Federal Definition IDEA defines speech or language impairment as:  “…a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”

4. Highlights of this presentation Overview of Rule 6A-6.03012, F.A.C., regarding Speech Impairment (SI) Overview of Rule 6A-6.030121, F.A.C., regarding Language Impairment (LI)  For prekindergarten students  For students in kindergarten through grade twelve

5. Exceptional Student Education Eligibility for Students with Speech Impairments and Qualifications and Responsibilities for the Speech- Language Pathologists Providing Speech Services (PK-12) Rule 6A-6.03012, F.A.C. effective July 1, 2010

6. SBE Rule 6A-6.03012 (SI) 7 sections: 1. Definitions 2. General education procedures & activities 3. Speech sound evaluation procedures 4. Fluency evaluation procedures 5. Voice evaluation procedures 6. Eligibility criteria 7. Speech services

7. Speech Impairment - Definitions (1) Speech impairments are disorders of speech sounds, fluency, or voice that interfere with communication, adversely affect performance and/or functioning in the educational environment, and result in the need for exceptional student education.

8. Speech Impairment - Definitions (a) A speech sound disorder (SSD): is a phonological or articulation disorder that is evidenced by the atypical production of speech sounds characterized by substitutions, distortions, additions, or omissions that interfere with intelligibility, is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.

9. Speech Impairment - Definitions 1. A phonological disorder is an impairment in the system of phonemes and phoneme patterns within the context of spoken language. 2. An articulation disorder is characterized by difficulty in the articulation of speech sounds that may be due to a motoric or structural problem.

10. Speech Impairment - Definitions (b) A fluency disorder: is characterized by deviations in continuity, smoothness, rhythm, or effort in spoken communication, may be accompanied by excessive tension and secondary behaviors, such as struggle and avoidance, is not the primary result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.

11. Speech Impairment - Definitions (c) A voice disorder: is characterized by atypical production or absence of vocal quality, pitch, loudness, resonance, or duration of phonation is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.

12. General Education Intervention Procedures & Activities (2) General education intervention procedures and activities. Prior to referral for evaluation, the requirements in subsection 6A-6.0331(1), F.A.C., related to general education procedures for kindergarten through grade twelve students, or subsection 6A-6.0331(2), F.A.C., related to procedures prior to initial evaluation for prekindergarten children, must be met.

13. Procedures for Evaluation of SSD, Fluency, or Voice (3-5) In addition to the procedures identified in subsection 6A-6.0331(5), F.A.C., the evaluation shall include all of the following components. Information gathered Information gathered from parent(s) or guardian(s) and teacher(s), and when appropriate, the student, re: concerns and description of speech, fluency, or voice characteristics. Variety of possible methods: interviews, checklists, questionnaires Documented & dated observation(s) Documented & dated observation(s) of student’s speech characteristics in connected speech or conversation; Conducted by SLP; Observation(s) conducted prior to obtaining consent for evaluation may be used to meet this criterion.

14. Procedures for Evaluation of SSD, Fluency, or Voice standardized, norm-referencedinstruments SSD: One or more standardized, norm-referenced instruments designed to measure speech sound production (determine type & severity; determine nature of errors (e.g., phonetic, phonemic). Assessment of speech behaviors Speech sample (minimally 300-500 words) = Fluency: Assessment of speech behaviors in areas of: Motor aspects, Student’s attitude, Social impact, Educational impact; Speech sample (minimally 300-500 words) = Determine frequency, duration, type of dysfluent speech behaviors, Smaller sample allowed when necessary. Report of medical examination of laryngeal structure and function Voice: Report of medical examination of laryngeal structure and function: Conducted by a physician; Physician’s report to include description of status of vocal mechanism, any medical implications for therapeutic intervention.

15. Minimum Evaluation Components - SI Speech Sound Disorders (SSD) FluencyVoice Information gathered Observation(s) (>2) Oral mechanism exam Other>1 Standardized, NR measure for Artic/Phonology Assess 4 areas; Speech sample (300-500 words) Medical report of laryngeal structure & function Evaluation Component Disorder Type

16. Criteria for Eligibility - SI (6) A student is eligible as a student with a speech impairment in need of exceptional student education is the student meets the following criteria for one or more of the following disorders as determined by the procedures prescribed in this rule and subsection 6A-6.0331(6), F.A.C.

17. Eligibility Criteria: Speech Sound Disorder Evaluation results must reveal: Significant intelligibility impact Phonetic or phonological inventory significantly below chronological age or developmental level based on normative data; Adverse effect on student’s ability to perform and/or function in typical learning environment (thereby demonstrating the need for exceptional student education); and, Not primarily due to factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.

18. Eligibility Criteria: Fluency Disorder Evaluation results must reveal: Significant & persistent dysfluent speech behaviors  e.g., repetition of phrases, whole words, syllables, or phonemes, prolongations, blocks, or circumlocutions.  secondary behaviors may be present Adverse effect on student’s ability to perform and/or function in typical learning environment (thereby demonstrating the need for exceptional student education); and, Not primarily due to factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.

19. Eligibility Criteria: Voice Disorder Evaluation results must reveal: Significant & persistent atypical production of quality, pitch, loudness, resonance, or duration of phonation.  e.g., inappropriate range, inflection, loudness, excessive nasality, breathiness, hoarseness, or harshness Does not refer to vocal disorders resulting directly from medical conditions unless adverse effect on student’s ability to perform and/or function in the educational environment, and is amenable to improvement with therapeutic intervention Adverse effect on student’s ability to perform and/or function in typical learning environment (thereby demonstrating the need for exceptional student education); and, Not primarily due to factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.

20. Eligibility Criteria (SI) SSDFluencyVoice Significance of impairment Adverse effect Not primarily due to other factors Other Phonetic/phonological inventory significantly below CA or dev level based on normative data N/ANot direct result of medical conditions unless adverse effect & amenable to improvement Disorder Type Eligibility Criterion

21. Speech Rule – Speech Services Similar to the “Instructional Program” section of the current SBE Rule 6A-6.03012, F.A.C, Special Programs for Students Who Are Speech and Language Impaired Includes:  Involvement of SLP in eligibility determinations & development of IEP for children (whether as eligible for SI or LI, or as student needing speech/language as a related service)  Licensure & certification references  Speech-Language Associate Certification See TAP online: http://www.fldoe.org/ese/tap-home.asphttp://www.fldoe.org/ese/tap-home.asp

22. Speech Services (7) Speech services. (a) A group of qualified professionals determining eligibility under requirements of this rule and subsection 6A-6.0331(6), F.A.C., must include a speech-language pathologist. (b) A speech-language pathologist shall be involved in the development of the individual educational plan for students eligible for speech services, whether as special education or as a related service for an otherwise eligible student with a disability. (c) Speech therapy services shall be provided by a certified speech-language pathologist pursuant to Rule 6A-4.0176, F.A.C., or a licensed speech-language pathologist pursuant to Section 468.1185, Florida Statutes, or a speech-language associate pursuant to Rule 6A-4.01761, F.A.C.

23. Speech Services - continued (d) Speech-language associate. 1.Speech therapy services provided by a speech-language associate as specified in Rule 6A-4.01761, F.A.C., must be under the direction of a certified or licensed speech- language pathologist with a master’s degree or higher in speech-language pathology. Services under this subsection can be provided for a period of three (3) years as described in Section 1012.44, Florida Statutes, in districts that qualify for the sparsity supplement as described in Section 1011.62(7), Florida Statutes.

24. Speech Services - continued 2. Districts shall submit a plan to the Department of Education for approval before implementation of Rule 6A-4.01761, F.A.C. The components of the plan must include a description of: a. The model, specifying the type and amount of direction including, but not limited to, direct observation, support, training, and instruction; b. The rationale for using this model; c. The manner in which the associate will be required to demonstrate competency; d. The process for monitoring the quality of services; e. The process for measuring student progress; and, f. The manner in which the speech-language associate will meet the requirements of the annual district professional development plan for instructional personnel.

25. Exceptional Student Education Eligibility for Students with Language Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Language Services Prekindergarten Students (PK) Rule 6A-6.030121, F.A.C. Effective July 1, 2010

26. Approved SBE Rule 6A-6.030121 (LI) 9 sections: 1. Definition 2. Procedures prior to initial evaluation for PK 3. Evaluation procedures for PK 4. Eligibility criteria for PK 5. General education intervention procedures & activities for K-12 6. Evaluation procedures for K-12 7. Eligibility criteria for K-12 8. Documentation of determination of eligibility 9. Language services

27. Language Impairment - Definition From SBE Rule 6A-6.030121 (LI): (1) Language Impairments are defined as disorders of language that interfere with communication, adversely affect performance and/or functioning in the student’s typical learning environment, and result in the need for exceptional student education services. (a) A language impairment is defined as a disorder in one or more of the basic learning processes involved in understanding or in using spoken and/or written language. These include:  Phonology – sound systems of language & linguistic conventions guiding sound selection & sound combinations used to convey meaning  Morphology – internal structure of words & construction of word forms  Syntax – order & combination of words to form sentences, relationships among elements within a sentence  Semantics – meanings of words and sentences  Pragmatics – combining language components in functional & socially appropriate communication

28. Language Impairment - Definition (b) The language impairment may manifest in significant difficulties affecting listening comprehension, oral expression, social interaction, reading, writing, or spelling. A language impairment is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or Limited English proficiency.

29. Procedures Prior to Initial Evaluation – LI (PK) (2) Procedures prior to initial evaluation for prekindergarten children. Prior to initial evaluation, The requirements of subsection 6A-6.0331(2), F.A.C., must be met. From 6A-6.0331(2): (a) A review of existing social, psychological, and medical data with referral for a health screening when the need is indicated; and (b) Vision and hearing screenings shall be conducted for the purpose of ruling out sensory deficits. Additional screenings to assist in determining interventions may be conducted as appropriate. Approved SBE Rule 6A-6.030121

30. Evaluation Requirements (3) Evaluation procedures for children in prekindergarten. In addition to the procedures identified in subsection 6A-6.0331(5), F.A.C., the minimum evaluation for a prekindergarten child shall include all of the following:

31. Minimum Evaluation Components (PK-LI) PK Information gathered from parent/guardian, teacher, caregiver, etc., concerns & description of language skills. (e.g., interviews, checklists, questionnaires) Observation(s) of child’s language skills in typical learning environment, or in situation appropriate for PK child Standardized, norm-referenced instrument(s) (or alternative measure as appropriate) Evaluation Component

32. Eligibility Criteria: PK-LI (4) A prekindergarten child is eligible as a student with a language impairment in need of exceptional student education if all of the following criteria are met:

33. Eligibility Criteria – PK LI Evaluation results must reveal: Significant deficits in language LI may manifest in significant difficulties in:  Listening comprehension;  Oral expression;  Social interaction; or,  Emergent literacy (e.g., vocabulary development, phonological awareness, narrative concepts) Observations show evidence of significant language deficits interfering with performance and/or functioning in typical learning environment Results of standardized NR language instrument(s) reveal a significant deficit in one or more areas listed above significantly below the mean

34. Eligibility Criteria – PK LI Evaluation results must reveal: Information gathered support results of standardized instrument(s) and observation(s) conducted LI has adverse effect on ability to perform and/or function in typical learning environment, thereby demonstrating need for exceptional student education Not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency

35. Eligibility Criteria (PK-LI) PK Significance of impairment Info gathered and observation(s) show evidence of LI Results of standardized, norm-referenced instrument(s) significantly below mean Not primarily due to other factors Eligibility Criterion

36. Exceptional Student Education Eligibility for Students with Language Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Language Services K-12 Rule 6A-6.030121, F.A.C. Effective July 1, 2010

37. SBE Rule 6A-6.030121 (LI) 9 sections: 1. Definition 2. Procedures prior to initial evaluation for PK 3. Evaluation procedures for PK 4. Eligibility criteria for PK 5. General education intervention procedures & activities for K-12 6. Evaluation procedures for K-12 7. Eligibility criteria for K-12 8. Documentation of determination of eligibility 9. Language services

38. Language Impairment - Definition From SBE Rule 6A-6.030121 (LI): (1) Language Impairments are defined as disorders of language that interfere with communication, adversely affect performance and/or functioning in the student’s typical learning environment, and result in the need for exceptional student education services. (a) A language impairment is defined as a disorder in one or more of the basic learning processes involved in understanding or in using spoken and/or written language. These include:  Phonology – sound systems of language & linguistic conventions that guide the sound selection & sound combinations used to convey meaning  Morphology – internal structure of words & construction of word forms  Syntax – order & combination of words to form sentences, relationships among elements within a sentence  Semantics – meanings of words and sentences  Pragmatics – combining language components in functional & socially appropriate communication

39. Language Impairment - Definition (b) The language impairment may manifest in significant difficulties affecting listening comprehension, oral expression, social interaction, reading, writing, or spelling. A language impairment is not primarily the result of factors related to chronological age, gender, culture, ethnicity, or Limited English proficiency.

40. General Education Intervention Procedures & Activities (5) General education intervention procedures and activities for students in kindergarten through grade twelve. Prior to obtaining consent for initial evaluation, the requirements of subsection 6A- 6.0331(1), F.A.C., related to general education procedures for kindergarten through grade twelve students, must be met.

41. RtI & ESE Rules PS/RtI interventions RtI reflected in Eligibility Criteria Consideration of impact of other factors ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔ EBD InD LI SLD ✔✔✔✔✔✔

42. Procedures for Evaluation of Language (K-12) (6)(b) To ensure that the decreased performance and/or functioning of the student suspected of having a language impairment is not due to lack of appropriate instruction, the minimum evaluation procedures must include all of the following: Review of data demonstrating provision of well-delivered scientific research-based instruction & interventions addressing identified areas of concern, delivered by qualified personnel in general or special education settings; Review of data demonstrating provision of well-delivered scientific research-based instruction & interventions addressing identified areas of concern, delivered by qualified personnel in general or special education settings; Data-based documentation of repeated measures of performance and/or functioning at reasonable intervals, communicated to parent/guardian in understandable format, reflecting the student’s response to intervention during instruction; Data-based documentation of repeated measures of performance and/or functioning at reasonable intervals, communicated to parent/guardian in understandable format, reflecting the student’s response to intervention during instruction;

43. Procedures for Evaluation of Language (K-12) Information gathered Information gathered from parent(s) or guardian(s) and teacher(s), and when appropriate, the student, re: concerns and description of language skills (e.g., interviews, checklists, questionnaires); Documented & dated observation(s) Documented & dated observation(s) of student’s language skills in one or more settings, conducted by SLP; Observation(s) conducted prior to obtaining consent for evaluation may be used to meet this criterion. Administration of one or more standardized, norm- referenced measures of language, Administration of one or more standardized, norm- referenced measures of language, administered & interpreted by SLP to determine nature & severity of language deficits. (alternative measures as appropriate)

44. Minimum Evaluation Components (LI) PKK-12 Information gathered Observation(s) Standardized, norm- referenced instrument(s) OtherN/AData review of interventions & student response Grade Level Evaluation Component

45. Language Impairment – Eligibility for K-12 Comprehensive language evaluation results reveal: Significant deficits in language impeding student’s progress to meet chronological age or State-approved grade-level standards, when using a process based on student’s response to scientific, research-based intervention; LI may manifest in significant difficulties in:  Oral expression;  Listening comprehension;  Social interaction;  Written expression;  Phonological processing; or,  Reading comprehension. Approved SBE Rule 6A-6.030121

46. Language Impairment – Eligibility for K-12 Observations show evidence of significant language deficits interfering with performance and/or functioning in educational environment Results of standardized NR language instrument(s) reveal a significant deficit in one or more areas listed previously; significantly below the mean Approved SBE Rule 6A-6.030121

47. Language Impairment – Eligibility for K-12 Information gathered support results of standardized instrument(s) and observation(s) conducted Option for additional observation(s) to document pragmatic language deficit Not primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency Approved SBE Rule 6A-6.030121

48. Eligibility Criteria (LI) PKK-12 Significance of impairment Info gathered and observation(s) show evidence of LI Results of standardized, norm-referenced instrument(s) significantly below mean Not primarily due to other factors Other N/A Option for additional observation to document pragmatic language impairment Grade Level Eligibility Criterion Approved SBE Rule 6A-6.030121

49. Language Impairment - Documentation of Eligibility for K-12 Documentation of determination of eligibility  Basis for the decision  Noted student behavior during observation & relationship to academic functioning  Educationally relevant medical findings  Whether student has LI as evidenced by RtI data confirming:  Performance and/or functioning discrepancies  Rate of progress  Educational need  Determination re: effects of secondary factors  Documentation based on data derived from a process that assesses the student’s response to well-delivered scientific, research-based instruction & interventions Approved SBE Rule 6A-6.030121

50. Language Rule – Language Services Similar to the “Instructional Program” section of the current SBE Rule 6A-6.03012, F.A.C, Special Programs for Students Who Are Speech and Language Impaired Includes:  Involvement of SLP in eligibility determinations & development of IEP for children (whether as eligible for SI or LI, or as student needing speech/language as a related service)  Licensure & certification references  Speech-Language Associate Certification See TAP online: http://www.fldoe.org/ese/tap-home.asphttp://www.fldoe.org/ese/tap-home.asp

51. Language Services (9) Language services. (a) A group of qualified professionals determining eligibility under requirements of this rule and subsection 6A-6.0331(6), F.A.C., must include a speech-language pathologist. (b) A speech-language pathologist shall be involved in the development of the individual educational plan for students eligible for language services, whether as special education or as a related service for an otherwise eligible student with a disability. (c) Language therapy services shall be provided by a certified speech-language pathologist pursuant to Rule 6A-4.0176, F.A.C., or a licensed speech-language pathologist pursuant to Section 468.1185, Florida Statutes, or a speech-language associate pursuant to Rule 6A-4.01761, F.A.C.

52. Language Services - continued (d) Speech-language associate. 1.Language therapy services provided by a speech-language associate as specified in Rule 6A-4.01761, F.A.C., must be under the direction of a certified or licensed speech- language pathologist with a master’s degree or higher in speech-language pathology. Services under this subsection can be provided for a period of three (3) years as described in Section 1012.44, Florida Statutes, in districts that qualify for the sparsity supplement as described in Section 1011.62(7), Florida Statutes.

53. Language Services - continued 2. Districts shall submit a plan to the Department of Education for approval before implementation of Rule 6A-4.01761, F.A.C. The components of the plan must include a description of: a. The model, specifying the type and amount of direction including, but not limited to, direct observation, support, training, and instruction; b. The rationale for using this model; c. The manner in which the associate will be required to demonstrate competency; d. The process for monitoring the quality of services; e. The process for measuring student progress; and, f. The manner in which the speech-language associate will meet the requirements of the annual district professional development plan for instructional personnel.

54. Contact Information Speech/Language Program Specialist: Email: Shannon.Hall-Mills@fldoe.orgShannon.Hall-Mills@fldoe.org Phone: (850) 245-0478 BEESS Website: http://www.fldoe.org/esehttp://www.fldoe.org/ese