2005 Focused Initiative

Personnel Issues and IDEA Personnel Qualifications

Date: January 1, 2005

Facilitating Team Member Responsible for Work Plan:  Lemmie McNeilly, Chief Staff Officer for Speech-Language Pathology

Issue 1: Changes made in the Individuals with Disabilities Education Improvement Act of 2004 that eliminated use of the highest requirements in the states for certification/licensure of school-based speech-language pathologists or audiologists and  associated report language related to personnel qualifications that indicated high standards are unreasonable; requires that ASHA, state associations, and ASHA members work together to deal with the challenges that they will face in promoting the use of qualified personnel to provide speech-language pathology and audiology and services and maintaining the Master's degree in Speech-Language Pathology as the state certification/licensure requirement for school-based speech-language pathologists.

Outcome: Maintain the Master's degree in Speech-Language Pathology as the requirement for state education agency certification/licensure for employment as a school-based speech-language pathologist.

Issue 2: Acquisition of data and information on the underlying factors that lead to persistent vacancies for qualified speech-language pathologists and audiologists in educational and health care employment settings will facilitate development of actions to alleviate persistent vacancies.

Outcome 1: Increased availability of data and information on the underlying factors/root causes that lead to persistent vacancies.

Outcome 2: Availability of action plans to alleviate persistent vacancies based on knowledge of current data and information on the underlying factors that lead to persistent vacancies.

Issue 3: Persistent vacancies for qualified speech-language pathologists and audiologists in education and health care employment settings result in requests to lower state certification/licensure requirements for speech-language pathologists and audiologists and employment of less qualified individuals to provide services.

Outcome 1: A decreased number of state education and licensing agencies that initiate action to reduce state certification/licensure standards for speech-language pathologists and audiologists employed in education and health care settings.

Outcome 2: An increased number of education and health care agencies that use an enhanced salary and benefits package to recruit and retain qualified speech-language pathologists and audiologists.

Outcome 3:  A decreased number of reported vacancies for audiologists and speech-language pathologists employed in education and health care employment settings.

Note:  All strategies identified relate to all of the issues and outcomes for this Focused Initiative and have been listed by Focus Area rather than by outcome.

A. FOCUS AREA: ASHA RESOURCES

Strategies

1. By January 15, 2005, the Director, School Services and the Director, State and Consumer Advocacy will have employed two staff members Personnel Issues/Qualifications Team to work with targeted states vulnerable for reducing personnel qualifications for school-based speech-language pathologists or audiologists and carry out advocacy activities with state and local education agencies to enhance the salary and benefits package and establish a reasonable workload necessary to recruit and retain qualified speech-language pathologists and audiologists in education employment settings.
2. By February 1, 2005, the Director, Governmental Relations and Public Policy will have established a National Office Team and a member advisory group as needed to review the IDEA law and prepare for advocacy in the regulatory area that includes developing documents on ASHA recommendations for proposed regulations related to IDEA for submission to the U.S. Department of Education.
3. By May 1, 2005, the Director, School Services; Director, State and Consumer Advocacy; and the Personnel Issues/Qualifications Team will have identified a cadre of experienced and expert ASHA members who can help mobilize state associations and who can assist them in providing information and technical assistance on how to deal with efforts to reduce personnel qualifications in the states, including providing on-site assistance and testimony.
4. By December 31, 2005, the Executive Board and Facilitating Team will have authorized funds for state grants, as needed, to provide financial support to meet challenges related to reducing personnel qualifications, especially for hiring lobbyists and funding other state advocacy efforts (e.g. funds for the ASHA SEALS).

B. FOCUS AREA:  DATA AND INFORMATION

Strategies

1. By February 1, 2005, the Director, State Legislative & Regulatory Analysis and Personnel Issues/Qualifications Team, will have identified a comprehensive list of key factors that could make a state vulnerable to efforts to reduce personnel requirements for employment as a school-based audiologist or speech-language pathologist, (e.g. past efforts to reduce standards, use of bachelor's level assistants to provide services) and identified the states most likely to reduce personnel qualifications.
2. By February 1, 2005, the Director, Academic Affairs and the Surveys and Information Team will have worked with the Council of Academic Programs to explore ways academic programs can provide data and information needed to address questions related to personnel shortages and the number of graduates entering the professions.
3. By March 1, 2005, the Director, Government Relations and Public Policy, in collaboration with appropriate National Office staff and ASHA committees/boards, will have developed policy options for consideration by the Executive Board to determine what, if any, compromises ASHA/state associations are willing to accept in terms of personnel qualifications and commitment to use of nontraditional models of service delivery in schools.
4. By March 1, 2005, the Personnel Issues/Qualifications Team will have identified resources available within vulnerable states and states' willingness to work with ASHA to deal with efforts to reduce personnel qualifications.
5. By June 1, 2005, the Director of Academic Affairs in collaboration the Council of Academic Programs and the Surveys and Information Team, will have contacted graduate personnel preparation programs in speech-language pathology in targeted states to obtain the following data consistent with an agreed upon data collection process:
   • Number of students entering graduate personnel preparation programs in speech-language pathology
   • Number of graduates from personnel preparation programs in speech-language pathology, in which employment settings they took jobs, and whether jobs were in-state or out-of-state.
   • Number of personnel preparation programs that have Bachelor's level graduates in speech-language pathology and the number of graduates each year.
   • Number of students enrolled in non-professional degree programs in communication sciences and disorders at the undergraduate level.
   • The qualifications of individuals with a Bachelor's degree or lesser qualifications including coursework in various clinical and diagnostic areas and hours of practicum.
6. By December 31, 2005, the Director, State Association Relations in collaboration with the Surveys and Information Team, will have gathered data/information from/through targeted state associations on current and projected vacancies as well as the root causes of persistent vacancies.
7. By May 1, 2005, the National Center for Evidence-Based Practice will have prepared a report on the teacher and parent ratings of classroom functioning skills of students with speech or language impairment who have received speech-language pathology services from personnel with a Master's degree.
8. By July 1, 2005, the Surveys and Information Team will have updated the extant data ASHA has available on persistent vacancies; personnel shortages; applicants to, students in, and graduates from personnel preparation programs; employment settings selected by graduates, and ratios of population to available personnel/ASHA members.
9. By December 31, 2005, Personnel Issues/Qualifications Team will have conducted sessions at the Schools Conference and/or ASHA convention on accessing funding sources for employment of personnel, enhancing salary and benefits, and establishing a reasonable workload for speech-language pathologists and audiologists.

C. FOCUS AREA:  ADVISORY GROUPS/ CONSUMERS

Strategies

1. By March 1, 2005, the Director, State & Consumer Advocacy will have developed information to educate consumers on the value of having qualified personnel provide audiology and  speech-language pathology services and maintaining the Master's requirement for school-based speech-language pathologists.
2. By April 1, 2005, the Personnel Issues/Qualifications Team and the Director, Federal Advocacy will have conducted a meeting of representatives from other national associations for related services personnel (e.g. AOTA, APTA, NASP, NAPSO) to define the vacancy problem, discuss the root causes of persistent vacancies, and identify possible solutions.
3. By June 1, 2005, the Director, State and Consumer Advocacy and Director, State Association Relations will have worked with all state associations and ASHA SEALs, to develop relationships with parent information and training centers and parent advocates within each state to provide information about and solicit their support on the use of qualified personnel to provide audiology and speech-language pathology services and maintain the Master's requirement for school-based speech-language pathologists.
4. By June 15, 2005, the Personnel Issues/Qualifications Team and Director, Federal Advocacy will have conducted a meeting of representatives from other associations (e.g. NASDSE, CASE, NSBA, CEC, Chief State Officers, Parent Training and Information Centers, and the PTA) to discuss the persistent vacancy problem, the root causes of persistent vacancies, and identify possible solutions.
5. By September 1, 2005, the Director, State Association Relations and Personnel Issues/Qualifications Team will have worked with at least 10 state associations to organize grass roots consumer/parent networks within the state to advocate for the use of qualified personnel to provide audiology and speech-language pathology services and maintain the Master's requirement for school-based speech-language pathologists and audiologists.
6. By October 1, 2005, the Director, State Association Relations and the Personnel Issues/Qualifications Team will have worked with at least 10 state associations and ASHA SEALs to form an advisory group of related services providers and consumer groups to work on issues related to personnel qualifications for speech-language pathologists and audiologists and the use of qualified personnel to provide programs and services.
7. By December 31, 2005, the Director, Grassroots Advocacy, using Cap Wiz, will have initiated a grassroots letter writing campaign by ASHA members and consumers to stakeholders (e.g. State and local boards of education, administrators, and policy makers) in at least three states initiating efforts to reduce personnel qualifications, promoting the use of qualified personnel to provide audiology and speech-language pathology services and maintain the Master's requirement for school-based speech-language pathologists.
8. By December 31, 2005, the Office of Minority Affairs in collaboration with other National Office entities will have developed information for consumers who speak a language other than English on the value of the professions and the need to use qualified personnel to provide audiology and speech-language pathology services and maintain the Master's requirement for school-based speech-language pathologists.

D. FOCUS AREA: WORKING WITH STATE ASSOCIATIONS AND STATE LICENSURE BOARDS

Strategies

1. By May 15, 2005, the Director, State and Consumer Advocacy, Director, Federal Advocacy; and the Director, School Services in collaboration with other appropriate National Office Staff will have developed and disseminated information to state associations on the impact changes in IDEA may have on personnel qualifications in the states, actions that may be taken by state education agencies to reduce personnel qualifications, and on how to deal with state actions to reduce personnel qualifications and to advocate for the use of qualified personnel to provide audiology and speech-language pathology services and maintain the Master's requirement for school-based speech-language pathologists.
2. By February 1, 2005, the Director, State & Consumer Advocacy, will have determined the nature of communications ASHA should have with state licensure boards related to the message, the tone of the message, and any suggested actions licensure boards should consider.
3. By April 1, 2005, the Director, State Legislative & Regulatory Analysis will have verified those states that have laws/regulations that allow for different levels of education for speech-language pathologists leading to full state certification/licensure with a Master's degree over a period of time.
4. By April 1, 2005, the Director, State Legislative & Regulatory Analysis, will have provided information to the National Council of State Boards of Examiners in Speech-Language Pathology and Audiology on the potential impact the changes in IDEA may have on state licensure laws.
5. By May 15, 2005, the Personnel Issues/Qualifications Team will have provided training for state association leaders on how to deal with state actions to reduce personnel qualifications and to advocate for the use of qualified personnel to provide audiology and speech-language pathology services and maintain the Master's requirement for school-based speech-language pathologists.
6. By July 1, 2005, the Personnel Issues/Qualifications Team will have identified ASHA/State Association members in 3-5 large city school districts and 3-5 rural school districts who are successfully using qualified personnel to provide speech-language pathology services with a minimum of personnel vacancies to partner with ASHA in advocating for use of qualified personnel to provide speech-language pathology and audiology and services.
7. By August 1, 2005, the Personnel Issues/Qualifications Team will have developed action plans to provide consultation and carry out advocacy activities with state and local education agencies to reduce efforts to reduce personnel qualifications and alleviate persistent vacancies including activities to enhance salary and benefits and establish a reasonable workload necessary to recruit and retain qualified speech-language pathologists and audiologists in education employment settings.

E. FOCUS AREA: ACADEMIC PROGRAMS

Strategies

1. By February 15, 2005, the Director, Academic Affairs and  Director, Federal Advocacy in collaboration with other appropriate National Office Staff will have developed and disseminated information to all academic programs on the impact changes in IDEA may have on personnel qualifications in the states, actions that may be taken by state education agencies to reduce personnel qualifications, how to deal with state actions to reduce personnel qualifications and to advocate for the use of qualified personnel to provide audiology speech-language pathology services and maintain the Master's requirement for school-based speech-language pathologists, and the impact state actions may have on academic programs.
2. By April 1, 2005, the Director, Academic Affairs and Director, Federal Advocacy  will have provided all academic programs with information on how to access and use IDEA Part D and other personnel preparation funds to prepare faculty and provides stipends/traineeships for students seeking degrees in communication sciences and disorders.
3. By June 1, 2005, the Director, Academic Affairs will have worked with the Council of Academic Programs to identify barriers to increasing the number of graduates in speech-language pathology and possible solutions to these barriers and to explore ways academic programs can develop and expand alternative/distance/remote learning models to facilitate personnel preparation at the Master's level.
4. By August 1, 2005, the Director Academic Affairs and the Director, Federal Advocacy will have submitted a proposal to present a session at the 2006 annual meeting of the Council of Academic Programs on the impact changes in IDEA may have on personnel preparation programs and on maintaining the Master's degree in Speech-Language Pathology as the desired degree for state certification/licensure of school-based speech-language pathologists.
5. By December 31, 2005, the Director of State Legislation and Regulatory Advocacy will have developed a model bill for student loan forgiveness that applies to students seeking post-baccalaureate degrees in speech-language pathology and audiology.

F. FOCUS AREA:   ADVOCACY INFORMATION

Strategies

1. By March 1, 2005, the Senior Advisor for Planning will have developed a document for use with policymakers discussing the inequity in the quality of services received by children with speech, language, and or hearing disabilities in a state's public schools versus the standard of care they would receive in all other settings (hospital, rehab clinic, etc.) and through other programs (Medicaid, private insurance, etc.) when a two-tiered personnel qualification system is used in the state to provide speech-language pathology services.
2. By May 1, 2004, the Director, Health Care Regulatory Advocacy, will have developed information for dissemination to state associations and other stakeholders on the Medicaid requirements for speech-language pathology and audiology services related to use of qualified personnel.
3. By October 15, 2005, the Director, State & Consumer Advocacy will have coordinated development of a state action kit that includes advocacy materials, model public relations information, and model media information related to supporting the use of qualified personnel to provide audiology and speech-language pathology services and maintaining the Master's requirement for school-based speech-language pathologists.

G. FOCUS AREA:  RECRUITMENT/RETENTION

Strategies

1. By June 1, 2005, the Director, School Services unit will have developed and disseminated an updated resource package of effective recruitment and retention activities related to school-based speech-language pathologists and audiologists and audiologists.
2. By December 31, 2006, the Director, Membership will have modified, as necessary, the "Share the Great Feeling" package of strategies for recruiting students into the professions to be applicable to all audiences and disseminated it to universities and high school career counselors.