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The Ohio grant of $2.5 million for each of two years willl fund the following eight initiatives to address the shortages of school SLPs:
1. Increasing graduate enrollment and developing a paid internship in hard-to-staff schools.
Several of Ohio's 10 academic programs agreed to add more student slots to each of their programs, increasing the number of students by 50.
During the first year, these interns will complete an intense series of graduate courses on campus; they will then complete any remaining courses through distance learning. "The graduate programs are front-loading the critical courses," Allender said, "so that the following two years will be devoted to clinical practice in the schools." The interns will receive $12,000 during the first on-campus year to support tuition and housing.
In the second and third years, interns will be employed in the participating school district at a rate of $25,000 per year, plus benefits. In addition, the district will support a portion of the student supervision costs. The graduate program is completed after the third year, and SLP must commit to three additional years of employment as fully licensed district employee, for a total of five years of service in the district—two years of internship and three years as district employee.
District administrators must apply for participation and collaborate in identifying graduate students. "Rural areas will need to identify SLP graduates from our graduate programs, and it will give districts the opportunity to find and grow their own SLPs," Allender said.
2. Providing financial incentives to SLPs.
OMNIE will provide a one-time $4,000 sign-on bonus to 17 SLPs who accept employment in districts that have been identified as "hard-to-staff." In addition, up to 31 school districts will offer $12,000 sign-on bonuses contingent upon three years of continued employment in the district. The SLP will receive $2,500 for the first and second years of service and $7,000 for the third year of service.
3. Adding two additional distance learning cohorts.
Up to six universities will admit 30 students for a three-year, part-time program to begin January 2008 and January 2009, with a $12,000 stipend contingent on acceptance of school-based employment for three years.
4. Continuing OMNIE recruitment initiatives.
The challenge is to recruit high school students through OMNIE's "Project Inspire," Barbara Conrad said. "We're seeing our undergraduate programs begin to grow because the work of our SLPs has laid the foundation for recruitment. As a result, there are 40 to 50 SLP students just from my region of the state enrolled in Ohio's universities due to the recruitment efforts of speech-language pathologists in my region promoting our field to their high school students."
5. Reviewing license structure.
The ODE is reviewing the current licensure structure and exploring changes to remove barriers to school employment. Previously, applicants had to complete student teaching to obtain a license to work in the schools. "We're easing up on the requirements for Ohio Board of Speech-Language Pathology and Audiology (OBSLPA)-licensed SLPs to obtain ODE licensure," Allender said. "OBSLPA also will develop a special intern license as part of the intern program."
6. Improving working conditions.
Strategies such as capping caseload size, encouraging SLPs to pursue supervisory positions, providing professional development, and reducing paperwork are designed to help staff retention. As part of this initiative, Conrad—along with Kathy Jillson and Anne Slone—is working on guidelines for SLPs that will address issues surrounding eligibility and services to English Language Learners, for example. "SLPs in some districts don't have a supervisor or know where to get an answer. The guidelines on the OMNIE Web site will go a long way in helping interns and other SLPs find the answer, as well as improving job retention by providing support and resources," Conrad said.
7. Recruiting and utilizing speech-language pathology aides.
Ohio licenses this category of school staff, whose scope of practice is limited to providing support services such as filing and paperwork, preparing materials, scheduling activities, and providing assistance during assessments.
8. Creating a telepractice/telesupervision pilot program.
The state is working on a telepractice program, similar to those in operation in Minnesota and North Dakota, to allow students to receive services through telepractice. The pilot program will operate in two districts this year and increase to four districts next year, said Kelly O'Reilly. Telesupervision will be used to supervise SLP interns in remote school districts.
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