DATE: January 1, 2003

FACILITATING TEAM MEMBER RESPONSIBLE FOR WORK PLAN:

Arlene Pietranton, Chief Staff Officer for Speech-Language Pathology

ISSUE: A full scale, multi‑faceted approach at the federal, state and local levels is needed to address ASHA member concerns indicating that many service programs in the schools require caseloads for speech‑language pathologists and audiologists that are too high in number to provide quality services, that salaries are not commensurate with the specialized knowledge and skills needed to provide quality services, and that many state and local policies impede the ability of speech‑language pathologists and audiologists to provide quality services in the schools.

OUTCOME 1: Increase the number of states that use total workload time activities, including but not limited to IEP meetings, administrative tasks, diagnostic time, paperwork, consultation, planning time, and frequency and duration of direct clinical service to determine the number of cases that can be adequately and appropriately served.

OUTCOME 2: Increase the number of states that link the ASHA Certificate of Clinical Competence through legislation and regulation as a means for salary increases for school‑based ASHA members.

OUTCOME 3: All school‑based ASHA members will have access to information about evidence‑based practice related to provision of quality services and access to ASHA products, information, and activities necessary for full implementation of IDEA.

NOTE: Because the State Education Action Team, its activities, and use of grant funds will be used across all outcomes based on analysis and opportunities for success, the following strategies reflect the individual and overlapping strategies that will be implemented to achieve all of the outcomes listed above. The strategies have not been designated to a specific outcome.

STRATEGIES FOR 2003

1. By February 1, 2003, the Director of School Services and the Director of State and Consumer Advocacy will have continued financial support for two full‑time State Education Action Team staff members, one for the school services team and one for the state advocacy team to carry out school and state advocacy related strategies and to provide long‑term services to school‑based ASHA members. 

2. By July 1, 2003, the State Education Action Team will have established a member advisory group and conducted a face-to-face meeting of the group to develop Web-based materials to assist school-based members access increased IDEA funds and advocate for salary increases, additional staff to reduce workload/caseload, and other desired changes at the local school district level. A list of member advisory group members and the Web-based materials developed will be submitted to the Director of State and Consumer Advocacy.

3. By July 1, 2003 the Director of School Services will have developed and implemented a train-the-trainers program to prepare selected ASHA members to provide information to ASHA members on implementing ASHA’s workload approach to establishing caseload. A list of ASHA members selected as trainers and a report on the train-the-trainers programs will be submitted to the Chief Staff Officer for Speech‑Language Pathology. 

4. By September 1, 2003, the Director of School Services will have obtained ASHA member input necessary to define and clarify barriers and challenges in urban and rural settings related to dealing with workload/caseload issues, obtaining salary supplements, and implementing IDEA and will have developed a report for use in developing future action plans. A copy of the report will be submitted to the Chief Staff Officer for Speech‑Language Pathology.

5. By October 1, 2003, the State Education Action Team will have developed a step-by-step document on how to develop and implement an effective state advocacy program for use by state associations. A copy of the document will be submitted to the Director of School Services.

6. By December 31, 2003, the State Education Action Team will have identified and worked with up to four states to review and revise their caseload size policies, to support them in implementing policies and procedures to determine caseload size based on total workload time activities, to support them in obtaining a salary supplement for speech‑language pathologists and audiologists, and to provide grassroots training specific to these issues. A list of states worked with and a report on progress made towards changing state policy and or procedures related to caseload will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.

7. By December 31, 2003, the State Education Action Team will have selected one targeted state with interest in piloting a workload, not caseload, initiative through its state department of education and will have prepared the infrastructure of the state association (advocacy committee, grassroots network, partnering with consumers, media outreach, etc.) for modifying state policy related to the workload process for determining caseload size. A report on the activities initiated and impact of the pilot project will be submitted to the Director of School Services.

8. By December 31, 2003, the Director of School Services will have expanded liaisons with: (1) at least five national and state professional organizations and educational agencies; and (2) state speech-language-hearing associations as requested, through joint projects, presentations, conferences, and exhibiting at meetings to promote ASHA practice policies. A list of organizations and agencies with which liaison was established will be submitted to the Chief Staff Officer for Speech-Language Pathology.

9. By December 31, 2003, the Director of State Association Relations will have provided grants to at least three state associations to assist in funding activities to implement ASHA practice policy on caseload and workload issues, to assist in funding activities related to evidence‑based practice and implementation of IDEA at the state and/or local levels, or to support additional paid lobbyist time, ad placement, and expert testimony related to salary supplement issues. A list of states receiving grants and their activity plans will be submitted to the Chief Staff Officer for Speech‑Language Pathology.

10. By December 31, 2003, the Director of State Association Relations will have conducted quarterly conference calls with ASHA SEALs to share resources and strategies related to caseload and workload issues, salary supplement, and implementation of IDEA and will have provided reimbursement to the SEALs for approved expenses incurred for mileage, postage, photocopying, faxing, and phone calls for activities related to evidence‑based practice, implementation of IDEA at the state and/or local levels, and obtaining a salary supplement. A list of calls completed, the list of participants, and the list of SEALS completing SEAL related activities will be submitted to the Director of State and Consumer Advocacy.

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