Yikes! Now I’m in

Charge! So How Do I Document My

Staff?

Robin Blumberg, Ed.D., CCC-SLP, BCS-CLLD

ASHA Connect - July 2016

Disclosure:

•Dr. Blumberg is the Lead SLP for the Durham Public Schools,

receiving a salary for this position. She supervises 57 SLPs who

work from preschool through secondary grades.

•She is not receiving any other remuneration for this presentation

or for any other reason.

So What is my SLP Doing?

•Qualitative vs. quantitative information to collect

•Therapy to observe

•Therapy Documentation

•Assessments

•Case management

•Workload vs. caseload

Qualitative vs. Quantitative Documentation

•Qualitative Information:

•How are the students engaged?

•Are the students engaged for the right reasons?

•What are the SLP’s time management skills?

•Is the SLP involved in her/his school?

•Is the SLP involved in her/his state association?

Qualitative vs. Quantitative Documentation

•Quantitative Information:

•Attends required meetings at school and with SLP team?

•Shares information concerning speech and language disorders and/or re-

search with regular education colleagues as well as other SLPs?

•SLP serves on school-based intervention team?

•Participates in professional development outside of the school day?

Therapy to Observe

•The SLP…

•Bases therapy on research and used a variety of approaches and equip-

ment.

•Collaborates with other SLPs and teachers.

•Therapy materials are varied, appropriate for the objectives, students’ ages

and students’ abilities.

•Implements a variety of service delivery models.

Therapy to Observe

•The SLP…

•Incorporates classroom-based texts and/or materials to support generalization.

•Incorporates current research.

•Modifies therapy approaches based upon collected data.

•Teaches students to “think outside of the box” by using strategies such as critical

thinking.

•Uses appropriate language for the students.

Therapy to Observe

•Speech Sound Disorders

•Is the SLP using an appropriate approach for the type of disorder

(phonological processes vs. articulation vs. apraxia - rare)?

•Is the SLP using the approach with fidelity?

•Are there sufficient repetitions for correct practice?

Therapy to Observe

•Language

•Are you observing multiple opportunities for practice?

•Are you observing varied methods and materials?

•Varying types of text?

•Supporting reading objectives?

•Are you observing various means of responding by the student(s)?

Therapy to Observe

•Pragmatics:

•Is the student being taught the nuances of language and when to

use them?

•Is the student being taught figurative language and how is that

being done?

•Are you observing lessons in using language with different people

and situations?

•Speaking with an adult vs. another student

•School vs. community language

Therapy Documentation

•Securely storing therapy documentation according to district

requirements, maintaining confidentiality?

•Is the SLP…

•Correctly using the required department form to document therapy?

•Recording therapy data (raw and percentage) during therapy

sessions? If not, why?

•Recording the type and/or amount of prompts or cueing necessary

for student success?

Therapy Documentation - For Me

•Scripting

•Examples of what each student says during session.

•Noting prompts

•Noting number of practices by each student

•Required forms in the confidential folders – are all in there?

Durham Public Schools

SLP Observation Notes

SLP __________________ School: ___________________Date:____________________

Student(s):_________________________Comments/ Materials:_________________

Durham Public Schools

SLP Observation Notes

SLP _______Ace SLP____(ASLP)_________________ School: Your School Date: March 16, 2016

Student(s): Comments / Materials: ­­­­­­­­­­­­­­­­­­­­­­­­­­­­________________________

Robin artic.: vowelized-/r/ *pix, wkshts.

/-ear/, /-ire/

ASLP: - intro. me; explained today’s task

-Checked homework

R

Mountaineer 5x 5x Ooh – I heard “e-uh” instead of /ear/ at the end of the word. Try again,

New Year 5x 5x please. Oh, that was much better. Remember to…

Steer 5x 5x

Sphere 5x 5x

Chandelier 5x 5x

Pier 5x 5x

Tire 5x 5x **Note that there are 60 repetitions for each set of words for a total of

Expre 5x 5x 120 repetitions of vowelized-/r/ in one session.

Vampire 5x 5x

Wire 5x 5x

Choir 5x 5x

Umpire 5x 5x

Durham Public Schools

SLP Observation Notes

SLP _____Ace SLP_______________________ School: Your School Date: March 17, 2016

Student(s): Comments / Materials: _______________________________________

David & Aaron Lang.: compre. *class reading text

Syntax – using because/complex sents.

ASLP: -intro. me

-explained today’s lesson (don’t usually write more unless I have a concern or not done):

David, you read first and Aaron, you will go second.

D: begins to read A., why did character 1 do that? Rem. to use

a complete sent. so you can practice

using “because.”

A: He joined the Army because he wanted to defend

his country. That’s correct. D., where did char. 1 go?

D: He go to Iraq. He went to Iraq?

Yes, he went to Iraq. I like how you corrected the verb, D. Good job!

Durham Public Schools – Speech / Language Therapy Department

Confidential Folder Review

Student Elig./IEP

Date

Access Sheet

Srvc. Freq.

DEC 1 DEC 2 Invit. To Conf.

DEC 3 Eval. Rpts.

DEC 5 IEP Mins.

DEC 6 DEC 4

Assessments

•Is the SLP…

•On the school-based intervention team?

•Using screening instruments appropriately?

•Aware of requirements for screenings and evaluations for your state/district?

•Correctly administering standardized assessments?

•Observing students across settings?

•Taking into consideration information from other professionals?

•Aware of cultural differences and accounting for them? BICS and

CALP?

Assessments

Case Management

•Does the SLP…

•Keep attendance records, if required?

•Submit reports on time?

•Complete Medicaid billing promptly?

•Maintain a therapy schedule and provide it to appropriate people?

•Consistently review student information to drive therapy and report

•Including planning time each week?

•Allotting time to consult with outside SLPs?

•Maintaining a roster of students?

Workload vs. Caseload

•Support for your SLPs in this area with principals and higher

administrators will be needed

•Caseload – merely the number of students each SLP has

•Workload – numbers of students plus the inclusion of “all activities re-

quired and performed by school-based SLP.“

•American Speech-Language Hearing Association (2002)

Workload vs. Caseload

•Influencing Factors:

•IDEA mandates

•State and local regulations

•Student factors

•School policies and expectations

•Professional influences

•State certification requirements

•State and local budgets

•Unfunded mandates

How You Work With People

Will earn you respect

Will foster comraderie among your staff

Will create a culture of trust and

helping out each other

Get Their Ideas!

Assignment request form

Caseload numbers for next year

Workload issues at their schools

*What topics would you like to have for our

staff meetings?

*What topics would you like to have for our

PLC meetings?

Making Friends and Influencing People

Morale is so important!

Create a Sunshine Committee who will send cards, greetings,

etc.

Get to know your custodians! They know where everything is!

Be kind to your inter-office couriers and secretaries!

Set all meeting dates for the entire year. We all like to plan.

Lend your ears and shoulders to support staff. We all need to

vent sometimes. Staff need someone who is discreet and

cares.

Durham Public Schools

Speech-Language Therapy Services Department

ASSIGMENT REQUESTS FOR 2016-2017

Please Return To Robin Blumberg by April 8, 2016

CURRENT ASSIGNMENT Estimated size of Fall 2016-2017 caseload at CURRENT school(s) (add additional page if necessary).

*Contractor (if applicable) & # students served: _______________________________________________

*Number of Students moving on to ES / MS / HS (circle): _______________________________________

*Which School(s): ________________________________________________________________________

ASSIGNMENT FOR 2016-2017

As in the past, please be advised that by submitting requests for consideration for the 2015-2016 school year it should neither be expressed nor im-

plied that the department is obligated to honor your request. Priority in assignments will be based on district need. However, the department will

attempt to honor as many requests where individual preferences and district needs are parallel.

School Assignment Preferences (WHICH WILL BE TAKEN INTO CONSIDERATION WITH ALL OTHER VARIABLES)

School(s) that I would like to leave:

NAME

School Name Caseload # School Name Caseload #

I would like to return to my current assignment (all of it).

I would like to be assigned to these schools, IF POSSIBLE (Feel free to add a page if more space is necessary; list any and all you might want):

Suggestions for professional development during staff meetings (Feel free to add a page if more space is necessary.):

Suggestions for PLC group topics (Feel free to add a page if more space is necessary.):

Comments (Feel free to add a page if more space is necessary.):

School name: Reason:

References

•American Speech-Language-Hearing Association. (n.d.). Common

Core State Standards: A resource for SLPs. Available from

http://www.asha.org/SLP/schools/Common-Core-State-Standards/.

•American Speech-Language-Hearing Association. (n.d.). Examples

and worksheets for the workload analysis approach. Available from

www.asha.org/slp/schools/examples/

•American Speech-Language-Hearing Association. (n.d.). State and

local workload activity. Available from www.asha.org/slp/schools

districtworkloadchart/.

•American Speech-Language-Hearing Association (2002). A workload

analysis approach for establishing speech-language caseload

standards in the school [Position statement]. Available from

www.asha.org/policy.

References

•American Speech-Language-Hearing Association. (2014). 2014

Schools Survey report: SLP caseload characteristics. Available from

www.asha.org/research/memberdata/schoolssurvey/.

•American Speech-Language-Hearing Association. (2014). 2014

Schools Survey report: SLP workforce/work conditions. Available from

www.asha.org/research/memberdata/schoolssurvey/.

•Brandel, J., & Loeb, D. F. (2011). Program intensity and service delivery

models in the schools: SLP survey results. Language, Speech, and

Hearing Services in Schools, 42, 461-490.

•Giess, S. (n.d.). Implementing a workload approach to caseload:

Methods and strategies. ASHA Professional Development CE Course.

References

•Katz, L. A., Maag, A., Fallon, K. A., Blenkarn, K., & Smith, M. K. (2010).

What makes a caseload (un)manageable? School-based

speech-language pathologists speak. Language, Speech, and

Services in Schools. (41) 139-151.

•Schooling, T. (2000). Crushed by growing caseloads? Arm yourself with

outcomes data from K-6 component of NOMS. The ASHA Leader,

5(18), 1-6.

•Schooling, T. L. (2003). Lessons from the national outcomes

measurement system (NOMS). Seminars in Speech and Language,

•Woltmann, J., & Camron, S.C. (2009). Use of workload analysis for caseload

establishment in the recruitment and retention of school-based

speech-language pathologists. Journal of Disability Policy Studies, 20(3),

References

•Perry Flynn – DPI Liaison for Speech-Language Pathology

•His website: http://csd.wp.uncg.edu/overview/faculty/

perry-flynn/

My Contact Information:

Dr. Robin Blumberg, CCC-SLP, BCS-CLLD

Lead SLP

Durham Public Schools

808 Bacon St.

Durham, NC 27703

(T) 919.560.2037 x26252 (F) 919.560.2607