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 FACILITATING TEAM MEMBER RESPONSIBLE FOR WORK PLAN: Arlene Pietranton, Executive Director
ISSUE: ASHA members indicate 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 state and local policies/procedures require excessive paperwork, and that salaries are not commensurate with the specialized knowledge and skills needed to provide quality services.
OUTCOME 1: Increased number of states and local education agencies 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: School-based ASHA members will have access to information on ways to meet federal, state, and local requirements for providing a free appropriate public education as required under IDEA by using a minimum of paperwork.
OUTCOME 3: Increased number of state and local education agencies that use the ASHA Certificate of Clinical Competence as a means for providing salary supplements for school-based ASHA members or to compensate ASHA members for additional workload responsibilities.
NOTE: Because the State Education Action Team (SEAT) and its activities will be used across all outcomes related to activities in five targeted states (Kansas, Oklahoma, Rhode Island, West Virginia, and Virginia), 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. Two full‑time State Education Action Team (SEAT) staff members, one for the school services team and one for the state advocacy team, will be employed to carry out school and state advocacy related strategies.
STRATEGIES FOR 2004
1. By March 31, 2004*, the State Education Action Team (SEAT) will have provided onsite assistance, consultation, and/or resources to the Speech-Language and Hearing Association of Virginia (SHAV) to assist with passage of legislation that would include caseload cap reduction from 68 to 60 for SLPs employed in the Virginia school system. A report on the assistance provided and the results will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.
2. By March 31, 2004*, the SEAT will have provided onsite assistance, consultation, and/or resources to the West Virginia Speech-Language-Hearing Association (WVSHA) to secure passage of legislation providing a salary supplement for ASHA-certified school-based SLPs in the West Virginia schools. A report on the assistance provided and the results will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.
3. By June 1, 2004, the SEAT will have coordinated a one-day training workshop with KSHA on the ASHA caseload/workload model for 100 speech-language pathologists employed in the schools in the state of Kansas to facilitate implementation of the ASHA caseload/workload model in local education agencies. A report on the activities conducted and the number of participants will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.
4. By December 31, 2004, the SEAT will have supported the Kansas Speech-Language-Hearing Association (KSHA) in its contacts and consultation with the Kansas Department of Education to recommend inclusion of workload language in the Kansas state guidelines for provision of speech-language pathology in the schools. A report on the assistance provided and the results will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.
5. By June 30, 2004*, the SEAT will have provided onsite assistance, consultation, and/or resources to the Rhode Island Speech-Language-Hearing Association (RISHA) to secure passage of legislation providing a salary supplement to ASHA-certified school-based SLPs. A report on the assistance provided and the results will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.
6. By May 31, 2004*, the SEAT will have provided onsite assistance, consultation, and/or resources to the Oklahoma Speech-Language-Hearing Association (OSHA) for the passage of legislation to authorize a salary supplement for ASHA-certified school-based SLPs in the Oklahoma public schools. A report on the assistance provided and the results will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.
7. By December 31, 2004, the SEAT will have disseminated information and/or resources (e.g. the State Advocacy Guide and a link to the Web-based Local Advocacy Guide) about the SEAT’s partnership activities and success in targeted states. A list of activities conducted and the resources promoted will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.
8. By December 31, 2004, the SEAT will have provided consultation and resources to local districts to assist with their advocacy efforts related to caseloads/workloads and or salary supplements. The SEAT will conduct at least 25 follow-up calls with identified districts to facilitate their continued local advocacy efforts. A list of the calls held, assistance and resources provided, and outcomes will be submitted to the Director of School Services and the Director of State and Consumer Advocacy.
9. By December 31, 2004, the Director of State Association Relations will have conducted two conference calls with ASHA SEALs to share resources and strategies related to caseload and workload issues, salary supplement, and implementation of IDEA. It is anticipated that at least 40% of the SEALs will participate in at least one of these calls. A list of calls completed and the participants will be submitted to the Director of State and Consumer Advocacy.
* Dates are consistent with scheduled adjournment of state legislative sessions
Strategy Update - October 2004
- Continued work of the State Education Action Team (SEAT) with state and local education agencies in obtaining salary supplements and on caseload/workload issues. The following were accomplished during 2004 in the targeted states:
- The Rhode Island legislature passed a modified salary supplement bill providing application and fee support for school-based speech-language pathologists seeking ASHA certification.
- The Virginia General Assembly passed the VA Standards of Quality (SOQ) bill that includes a caseload size reduction for speech-language pathology from 68 to 60. The Bill passed with partial funding. Funding for caseload reduction will be considered in 2005.
- The Oklahoma Legislature passed legislation that provides a $5,000 salary bonus for ASHA certified school-based speech-language pathologists, audiologists, and nationally certified school psychologists. Funding for the bill will be considered in 2005.
- The State of Kansas is incorporating ASHA workload policy language into the revised Kansas Department of Education state guidelines for speech-language pathology services and is the first state piloting a workload model for school-based speech-language pathology services.
- The West Virginia House passed salary supplement legislation providing an annual bonus for school-based speech-language pathologists and audiologists based on a % of funds generated through Medicaid. The bill was sent to the Senate, but was not considered before the legislature adjourned.
- Worked with all targeted states to advance their legislative agendas, improve their infrastructure for advocacy, increase grassroots participation of their state association membership, and create greater visibility for each of their state's issues by:
Working with state association lobbyists to develop legislative strategies to get desired bills introduced and passed.
- Assisting with drafting proposed legislation and regulation. Preparing and presenting testimony for state legislative committees.
- Reviewing and commenting on proposed state legislation and regulations.
- Working with state association advocacy and/or grassroots coordinators to promote grassroots lobbying, including use of the ASHA Web site to contact state legislators.
- Providing training on how to advocate.
- Developing copy for state Action Alerts.
- Preparing documents for submission to Departments of Education.
- Conducting research related to issues.
- Presenting information on salary supplement and workload via workshops and presentations at state association meetings.
- Handled over 130 requests from local education agencies and members related to obtaining salary supplements. Forty-one (41) local education agencies in 16 states have reported success in obtaining salary supplements based on the ASHA Certificate of Clinical Competence (CCC) through local advocacy efforts and consultation with the SEAT and other ASHA staff.
- Handled over 30 requests from local education agencies and members related to using the ASHA workload model for determining caseload. Fourteen (14) school districts in 9 states are using a workload model as a factor in determining caseloads. Numerous members have taken steps towards implementing some elements of the workload model in their district.
- Developed an FAQ on how to be a successful advocate for posting on the ASHA Web-site.
- Developed and disseminated a "State Advocacy Guide" for use by members in advocating for legislation and regulation policy changes at the state and a Web-based advocacy guide providing strategies and examples of successful advocacy efforts at the local level.
- Developed a Workload Web-page that includes references to documents and resources on workload and related advocacy resources, The ASHA Leader articles on workload activities, list of districts working to implement workload, and related CE programs.
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