Transcript Slide 1

Overview of the Revised Speech
and Language Rules
REGIONAL SPEECH/LANGUAGE RULES
IMPLEMENTATION WORKSHOP
APRIL/MAY 2010
BUREAU OF EXCEPTIONAL EDUCATION AND
STUDENT SERVICES
FLORIDA DEPARTMENT OF EDUCATION
History of Speech/Language Rule Revision
in Florida
 3 year process to rule approval
 8 rule development workshops with opportunity for
public input
 Purpose of revision:



reflect current knowledge in the field
update practice in accordance with current best practice
better align with recently revised related SBE rules
 Rules’ organization similar to previous rule for
students with speech and language impairments
 Rules’ content differs significantly
Federal Definition
 IDEA defines speech or language impairment as:
 “…a communication disorder, such as stuttering, impaired
articulation, a language impairment, or a voice impairment,
that adversely affects a child’s educational performance.”
Highlights of
this
presentation
 Overview of Rule 6A-6.03012,
F.A.C., regarding Speech
Impairment (SI)
 Overview of Rule 6A-6.030121,
F.A.C., regarding Language
Impairment (LI)


For prekindergarten students
For students in kindergarten through
grade twelve
Rule
6A-6.03012, F.A.C.
effective July 1, 2010
Exceptional Student Education Eligibility for
Students with Speech Impairments and
Qualifications and Responsibilities for the SpeechLanguage Pathologists Providing Speech Services
(PK-12)
SBE Rule 6A-6.03012 (SI)
7 sections:
1. Definitions
2. General education procedures & activities
3. Speech sound evaluation procedures
4. Fluency evaluation procedures
5. Voice evaluation procedures
6. Eligibility criteria
7. Speech services
Speech Impairment - Definitions
(1) Speech impairments are disorders of speech
sounds, fluency, or voice that interfere with
communication, adversely affect performance
and/or functioning in the educational environment,
and result in the need for exceptional student
education.
Speech Impairment - Definitions
(a) A speech sound disorder (SSD):


is a phonological or articulation disorder that is
evidenced by the atypical production of speech
sounds characterized by substitutions, distortions,
additions, or omissions that interfere with
intelligibility,
is not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or
limited English proficiency.
Speech Impairment - Definitions
A phonological disorder is an impairment in the
system of phonemes and phoneme patterns within
the context of spoken language.
2. An articulation disorder is characterized by
difficulty in the articulation of speech sounds that
may be due to a motoric or structural problem.
1.
Speech Impairment - Definitions
(b) A fluency disorder:
 is characterized by deviations in continuity,
smoothness, rhythm, or effort in spoken
communication,
 may be accompanied by excessive tension and
secondary behaviors, such as struggle and
avoidance,
 is not the primary result of factors related to
chronological age, gender, culture, ethnicity, or
limited English proficiency.
Speech Impairment - Definitions
(c) A voice disorder:
 is characterized by atypical production or absence
of vocal quality, pitch, loudness, resonance, or
duration of phonation
 is not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or
limited English proficiency.
General Education Intervention Procedures &
Activities
(2) General education intervention procedures and
activities. Prior to referral for evaluation, the
requirements in subsection 6A-6.0331(1), F.A.C.,
related to general education procedures for
kindergarten through grade twelve students, or
subsection 6A-6.0331(2), F.A.C., related to
procedures prior to initial evaluation for
prekindergarten children, must be met.
Procedures for Evaluation of SSD, Fluency, or Voice
(3-5) In addition to the procedures identified in subsection
6A-6.0331(5), F.A.C., the evaluation shall include all of the
following components.
 Information gathered from parent(s) or guardian(s) and
teacher(s), and when appropriate, the student, re: concerns
and description of speech, fluency, or voice characteristics.
Variety of possible methods: interviews, checklists,
questionnaires
 Documented & dated observation(s) of student’s speech
characteristics in connected speech or conversation;
Conducted by SLP; Observation(s) conducted prior to
obtaining consent for evaluation may be used to meet this
criterion.
Procedures for Evaluation of SSD, Fluency, or Voice
 SSD: One or more standardized, norm-referenced instruments
designed to measure speech sound production (determine type &
severity; determine nature of errors (e.g., phonetic, phonemic).
 Fluency: Assessment of speech behaviors in areas of: Motor aspects,
Student’s attitude, Social impact, Educational impact; Speech sample
(minimally 300-500 words) = Determine frequency, duration, type of
dysfluent speech behaviors, Smaller sample allowed when necessary.
 Voice: Report of medical examination of laryngeal structure and
function: Conducted by a physician; Physician’s report to include
description of status of vocal mechanism, any medical implications for
therapeutic intervention.
Minimum Evaluation Components - SI
Evaluation Component
Disorder Type
Speech Sound
Disorders
(SSD)
Fluency
Voice
Information
gathered
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Observation(s)
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(>2)
Oral mechanism
exam
Other
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
>1
Assess 4 areas; Medical report
Standardized, Speech sample
of laryngeal
NR measure for (300-500 words)
structure &
Artic/Phonology
function
Criteria for Eligibility - SI
(6) A student is eligible as a student with a speech
impairment in need of exceptional student education
is the student meets the following criteria for one or
more of the following disorders as determined by the
procedures prescribed in this rule and subsection
6A-6.0331(6), F.A.C.
Eligibility Criteria: Speech Sound Disorder
Evaluation results must reveal:
 Significant intelligibility impact
 Phonetic or phonological inventory significantly below chronological
age or developmental level based on normative data;
 Adverse effect on student’s ability to perform and/or function in typical
learning environment (thereby demonstrating the need for exceptional
student education); and,
 Not primarily due to factors related to chronological age, gender,
culture, ethnicity, or limited English proficiency.
Eligibility Criteria: Fluency Disorder
Evaluation results must reveal:
 Significant & persistent dysfluent speech behaviors
 e.g., repetition of phrases, whole words, syllables, or phonemes,
prolongations, blocks, or circumlocutions.
 secondary behaviors may be present
 Adverse effect on student’s ability to perform and/or function in typical
learning environment (thereby demonstrating the need for exceptional
student education); and,
 Not primarily due to factors related to chronological age, gender,
culture, ethnicity, or limited English proficiency.
Eligibility Criteria: Voice Disorder
Evaluation results must reveal:
 Significant & persistent atypical production of quality, pitch, loudness,
resonance, or duration of phonation.
 e.g., inappropriate range, inflection, loudness, excessive nasality,
breathiness, hoarseness, or harshness
 Does not refer to vocal disorders resulting directly from medical
conditions unless adverse effect on student’s ability to perform and/or
function in the educational environment, and is amenable to
improvement with therapeutic intervention
 Adverse effect on student’s ability to perform and/or function in typical
learning environment (thereby demonstrating the need for exceptional
student education); and,
 Not primarily due to factors related to chronological age, gender,
culture, ethnicity, or limited English proficiency.
Eligibility Criteria (SI)
Eligibility Criterion
Disorder Type
SSD
Fluency
Voice
Significance
of impairment
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
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Adverse effect

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
Not primarily
due to other
factors



Phonetic/phonological
inventory significantly
below CA or dev level
based on normative
data
N/A
Not direct result of
medical conditions
unless adverse
effect & amenable
to improvement
Other
Speech Rule – Speech Services
 Similar to the “Instructional Program” section of the
current SBE Rule 6A-6.03012, F.A.C, Special
Programs for Students Who Are Speech and
Language Impaired
 Includes:


Involvement of SLP in eligibility determinations &
development of IEP for children (whether as eligible for SI or
LI, or as student needing speech/language as a related service)
Licensure & certification references

Speech-Language Associate Certification
 See TAP online: http://www.fldoe.org/ese/tap-home.asp
Speech Services
(7) Speech services.
(a) A group of qualified professionals determining eligibility
under requirements of this rule and subsection 6A-6.0331(6),
F.A.C., must include a speech-language pathologist.
(b) A speech-language pathologist shall be involved in the
development of the individual educational plan for students
eligible for speech services, whether as special education or as
a related service for an otherwise eligible student with a
disability.
(c) Speech therapy services shall be provided by a certified
speech-language pathologist pursuant to Rule 6A-4.0176,
F.A.C., or a licensed speech-language pathologist pursuant to
Section 468.1185, Florida Statutes, or a speech-language
associate pursuant to Rule 6A-4.01761, F.A.C.
Speech Services - continued
(d) Speech-language associate.
1.Speech therapy services provided by a speech-language
associate as specified in Rule 6A-4.01761, F.A.C., must be
under the direction of a certified or licensed speechlanguage pathologist with a master’s degree or higher in
speech-language pathology. Services under this subsection
can be provided for a period of three (3) years as described
in Section 1012.44, Florida Statutes, in districts that qualify
for the sparsity supplement as described in Section
1011.62(7), Florida Statutes.
Speech Services - continued
2. Districts shall submit a plan to the Department of Education for
approval before implementation of Rule 6A-4.01761, F.A.C. The
components of the plan must include a description of:
a. The model, specifying the type and amount of direction including,
but not limited to, direct observation, support, training, and
instruction;
b. The rationale for using this model;
c. The manner in which the associate will be required to demonstrate
competency;
d. The process for monitoring the quality of services;
e. The process for measuring student progress; and,
f. The manner in which the speech-language associate will meet the
requirements of the annual district professional development plan
for instructional personnel.
Rule
6A-6.030121, F.A.C.
Effective July 1, 2010
Exceptional Student Education Eligibility for Students
with Language Impairments and Qualifications
and Responsibilities for the Speech-Language
Pathologists Providing Language Services
Prekindergarten Students (PK)
Approved SBE Rule 6A-6.030121 (LI)
9 sections:
1. Definition
2. Procedures prior to initial evaluation for PK
3. Evaluation procedures for PK
4. Eligibility criteria for PK
5. General education intervention procedures & activities
for K-12
6. Evaluation procedures for K-12
7. Eligibility criteria for K-12
8. Documentation of determination of eligibility
9. Language services
Language Impairment - Definition
From SBE Rule 6A-6.030121 (LI):
(1) Language Impairments are defined as disorders of language that interfere with
communication, adversely affect performance and/or functioning in the
student’s typical learning environment, and result in the need for exceptional
student education services.
(a) A language impairment is defined as a disorder in one or more of the basic
learning processes involved in understanding or in using spoken and/or written
language. These include:





Phonology – sound systems of language & linguistic conventions
guiding sound selection & sound combinations used to convey
meaning
Morphology – internal structure of words & construction of word
forms
Syntax – order & combination of words to form sentences,
relationships among elements within a sentence
Semantics – meanings of words and sentences
Pragmatics – combining language components in functional &
socially appropriate communication
Language Impairment - Definition
(b) The language impairment may manifest in
significant difficulties affecting listening
comprehension, oral expression, social interaction,
reading, writing, or spelling. A language impairment
is not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or
Limited English proficiency.
Procedures Prior to Initial Evaluation – LI (PK)
(2) Procedures prior to initial evaluation for
prekindergarten children. Prior to initial evaluation,
The requirements of subsection 6A-6.0331(2), F.A.C.,
must be met.
From 6A-6.0331(2):
(a) A review of existing social, psychological, and medical data with
referral for a health screening when the need is indicated; and
(b) Vision and hearing screenings shall be conducted for the purpose of
ruling out sensory deficits. Additional screenings to assist in
determining interventions may be conducted as appropriate.
Approved SBE Rule 6A-6.030121
Evaluation Requirements
(3) Evaluation procedures for children in
prekindergarten. In addition to the procedures
identified in subsection 6A-6.0331(5), F.A.C., the
minimum evaluation for a prekindergarten child shall
include all of the following:
Minimum Evaluation Components (PK-LI)
Evaluation Component
PK
Information gathered from
parent/guardian, teacher, caregiver,
etc., concerns & description of
language skills. (e.g., interviews,
checklists, questionnaires)

Observation(s) of child’s language
skills in typical learning environment,
or in situation appropriate for PK child

Standardized, norm-referenced
instrument(s) (or alternative measure as
appropriate)

Eligibility Criteria: PK-LI
(4) A prekindergarten child is eligible as a student with
a language impairment in need of exceptional
student education if all of the following criteria are
met:
Eligibility Criteria – PK LI
Evaluation results must reveal:
 Significant deficits in language
 LI may manifest in significant difficulties in:
 Listening comprehension;
 Oral expression;
 Social interaction; or,
 Emergent literacy (e.g., vocabulary development,
phonological awareness, narrative concepts)
 Observations show evidence of significant language deficits
interfering with performance and/or functioning in typical
learning environment
 Results of standardized NR language instrument(s) reveal
a significant deficit in one or more areas listed above
significantly below the mean
Eligibility Criteria – PK LI
Evaluation results must reveal:
 Information gathered support results of standardized
instrument(s) and observation(s) conducted
 LI has adverse effect on ability to perform and/or function
in typical learning environment, thereby demonstrating
need for exceptional student education
 Not primarily the result of factors related to chronological
age, gender, culture, ethnicity, or limited English
proficiency
Eligibility Criteria (PK-LI)
Eligibility Criterion
PK
Significance of impairment

Info gathered and observation(s) show
evidence of LI

Results of standardized, norm-referenced
instrument(s) significantly below mean

Not primarily due to other factors

Rule
6A-6.030121, F.A.C.
Effective July 1, 2010
Exceptional Student Education Eligibility for Students
with Language Impairments and Qualifications
and Responsibilities for the Speech-Language
Pathologists Providing Language Services
K-12
SBE Rule 6A-6.030121 (LI)
9 sections:
1. Definition
2. Procedures prior to initial evaluation for PK
3. Evaluation procedures for PK
4. Eligibility criteria for PK
5. General education intervention procedures & activities
for K-12
6. Evaluation procedures for K-12
7. Eligibility criteria for K-12
8. Documentation of determination of eligibility
9. Language services
Language Impairment - Definition
From SBE Rule 6A-6.030121 (LI):
(1) Language Impairments are defined as disorders of language that interfere with
communication, adversely affect performance and/or functioning in the
student’s typical learning environment, and result in the need for exceptional
student education services.
(a) A language impairment is defined as a disorder in one or more of the basic
learning processes involved in understanding or in using spoken and/or written
language. These include:





Phonology – sound systems of language & linguistic conventions
that guide the sound selection & sound combinations used to convey
meaning
Morphology – internal structure of words & construction of word
forms
Syntax – order & combination of words to form sentences,
relationships among elements within a sentence
Semantics – meanings of words and sentences
Pragmatics – combining language components in functional &
socially appropriate communication
Language Impairment - Definition
(b) The language impairment may manifest in
significant difficulties affecting listening
comprehension, oral expression, social interaction,
reading, writing, or spelling. A language impairment
is not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or
Limited English proficiency.
General Education Intervention Procedures &
Activities
(5) General education intervention procedures and
activities for students in kindergarten through grade
twelve. Prior to obtaining consent for initial
evaluation, the requirements of subsection 6A6.0331(1), F.A.C., related to general education
procedures for kindergarten through grade twelve
students, must be met.
RtI & ESE Rules
 PS/RtI
interventions
 RtI reflected in
Eligibility
Criteria
 Consideration
of impact of
other factors
EBD
InD
LI
SLD
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
Procedures for Evaluation of Language (K-12)
(6)(b) To ensure that the decreased performance and/or functioning of
the student suspected of having a language impairment is not due to
lack of appropriate instruction, the minimum evaluation procedures
must include all of the following:
 Review of data demonstrating provision of well-delivered scientific
research-based instruction & interventions addressing identified areas
of concern, delivered by qualified personnel in general or special
education settings;
 Data-based documentation of repeated measures of performance
and/or functioning at reasonable intervals, communicated to
parent/guardian in understandable format, reflecting the student’s
response to intervention during instruction;
Procedures for Evaluation of Language (K-12)
 Information gathered from parent(s) or guardian(s) and
teacher(s), and when appropriate, the student, re: concerns
and description of language skills (e.g., interviews,
checklists, questionnaires);
 Documented & dated observation(s) of student’s language
skills in one or more settings, conducted by SLP;
Observation(s) conducted prior to obtaining consent for
evaluation may be used to meet this criterion.
 Administration of one or more standardized, normreferenced measures of language, administered &
interpreted by SLP to determine nature & severity of
language deficits. (alternative measures as appropriate)
Minimum Evaluation Components (LI)
Evaluation Component
Grade Level
PK
K-12
Information gathered


Observation(s)


Standardized, normreferenced
instrument(s)


N/A
Data review of
interventions &
student response
Other
Language Impairment – Eligibility for K-12
Comprehensive language evaluation results reveal:
 Significant deficits in language impeding student’s progress
to meet chronological age or State-approved grade-level
standards, when using a process based on student’s
response to scientific, research-based intervention;
 LI may manifest in significant difficulties in:
 Oral expression;
 Listening comprehension;
 Social interaction;
 Written expression;
 Phonological processing; or,
 Reading comprehension.
Approved SBE Rule 6A-6.030121
Language Impairment – Eligibility for K-12
 Observations show evidence of significant
language deficits interfering with
performance and/or functioning in
educational environment
 Results of standardized NR language
instrument(s) reveal a significant deficit in
one or more areas listed previously;
significantly below the mean
Approved SBE Rule 6A-6.030121
Language Impairment – Eligibility for K-12
 Information gathered support results of
standardized instrument(s) and observation(s)
conducted
 Option for additional observation(s) to document
pragmatic language deficit
 Not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or
limited English proficiency
Approved SBE Rule 6A-6.030121
Eligibility Criteria (LI)
Eligibility Criterion
Grade Level
PK
K-12
Significance of impairment


Info gathered and
observation(s) show
evidence of LI


Results of standardized,
norm-referenced
instrument(s) significantly
below mean


Not primarily due to other
factors


N/A
Option for additional
observation to
document pragmatic
language impairment
Other
Approved SBE Rule 6A-6.030121
Language Impairment Documentation of Eligibility for K-12
 Documentation of determination of eligibility




Basis for the decision
Noted student behavior during observation & relationship to
academic functioning
Educationally relevant medical findings
Whether student has LI as evidenced by RtI data confirming:
Performance and/or functioning discrepancies
 Rate of progress
 Educational need



Determination re: effects of secondary factors
Documentation based on data derived from a process that
assesses the student’s response to well-delivered scientific,
research-based instruction & interventions
Approved SBE Rule 6A-6.030121
Language Rule – Language Services
 Similar to the “Instructional Program” section of the
current SBE Rule 6A-6.03012, F.A.C, Special
Programs for Students Who Are Speech and
Language Impaired
 Includes:


Involvement of SLP in eligibility determinations &
development of IEP for children (whether as eligible for SI or
LI, or as student needing speech/language as a related service)
Licensure & certification references

Speech-Language Associate Certification
 See TAP online: http://www.fldoe.org/ese/tap-home.asp
Language Services
(9) Language services.
(a) A group of qualified professionals determining eligibility
under requirements of this rule and subsection 6A-6.0331(6),
F.A.C., must include a speech-language pathologist.
(b) A speech-language pathologist shall be involved in the
development of the individual educational plan for students
eligible for language services, whether as special education or
as a related service for an otherwise eligible student with a
disability.
(c) Language therapy services shall be provided by a certified
speech-language pathologist pursuant to Rule 6A-4.0176,
F.A.C., or a licensed speech-language pathologist pursuant to
Section 468.1185, Florida Statutes, or a speech-language
associate pursuant to Rule 6A-4.01761, F.A.C.
Language Services - continued
(d) Speech-language associate.
1.Language therapy services provided by a speech-language
associate as specified in Rule 6A-4.01761, F.A.C., must be
under the direction of a certified or licensed speechlanguage pathologist with a master’s degree or higher in
speech-language pathology. Services under this subsection
can be provided for a period of three (3) years as described
in Section 1012.44, Florida Statutes, in districts that qualify
for the sparsity supplement as described in Section
1011.62(7), Florida Statutes.
Language Services - continued
2. Districts shall submit a plan to the Department of Education for
approval before implementation of Rule 6A-4.01761, F.A.C. The
components of the plan must include a description of:
a. The model, specifying the type and amount of direction including,
but not limited to, direct observation, support, training, and
instruction;
b. The rationale for using this model;
c. The manner in which the associate will be required to demonstrate
competency;
d. The process for monitoring the quality of services;
e. The process for measuring student progress; and,
f. The manner in which the speech-language associate will meet the
requirements of the annual district professional development plan
for instructional personnel.
Contact Information
Speech/Language Program Specialist:
 Email: [email protected]
 Phone: (850) 245-0478
 BEESS Website: http://www.fldoe.org/ese