TECHNICAL ASSISTANCE PAPER

Questions and Answers Regarding

Speech-Language Impaired Associate Certification

Issued by the

Florida Department of Education

Division of K-12 Public Schools

Bureau of Exceptional Education and Student Services

http://www.fldoe.org/ese

K12: 2007-137

Date: October 10, 2007

JEANINE

BLOMBERG

Commissioner of

Education

Summary

: Since the initial implementation of the associate certificate, a critical shortage of master’s-level

speech-language pathologists has persisted. Thus, districts have expressed the continued need for the option of

hiring bachelor’s level speech-language personnel through the associate certification option, or speech-

language associates (SLAs).

The purpose of this technical assistance paper (TAP) is to provide updated guidance regarding the speech-

language impaired associate certification. Rules 6A-6.03012, Florida Administrative Code (FAC.),

Special

Programs for Students Who Are Speech and Language Impaired

, and 6A-4.01761, FAC.,

Specialization

Requirements for Certification in the Area of Speech-Language Impaired Associate-Academic Class

, allow

bachelor’s-level speech and language personnel to provide services to school districts that qualify for sparsity

supplement.

Contact

: Lezlie Cline

(850) 645-7132

lezlie@fcim.org

Status

New Technical Assistance Paper

Revises and replaces previous Technical Assistance Paper on Speech-Language Impaired Associate

Certification dated June 2002

FLORIDA DEPARTMENT OF EDUCATION

Table of Contents

1. In which districts is the speech-language impaired associate certificate available?............1

2. What are the procedures for obtaining a speech-language impaired associate

certification? ........................................................................................................................1

What components must be included in the speech-language associate (SLA) plan? ..........2

4. If a district submitted a SLA plan to the Department of Education in the past, is the

district required to submit another plan before requesting a speech-language impaired

associate certificate? ............................................................................................................2

5. Can a district request another speech-language impaired associate certificate for a SLA

at the end of the three-year certification period? .................................................................2

6. Is a district required to submit a new plan to the Department of Education when another

speech-language impaired associate certificate is requested, as mentioned in question

5?..........................................................................................................................................3

7. May a SLA perform the same duties and responsibilities as a master’s-level speech-

language pathologist?...........................................................................................................3

8. What is meant by “under the direction of” as stated in Rule 6A-6.03012(6)(b)1,

FAC.?...................................................................................................................................4

9. How much direction/supervision should be provided by the master’s-level speech-

language pathologist?...........................................................................................................4

10. Is a SLA required to participate in professional development/continuing education

activities? .............................................................................................................................4

11. Who has ultimate responsibility for the SLA?.....................................................................5

12. May a district contract with a speech-language pathologist to provide direction/

supervision to a SLA?..........................................................................................................5

Appendix A – Florida Schools That Qualify for the Sparsity Supplement Based on Florida

Education Finance Program (FEFP) 2007-2008..............................................................................6

Appendix B – Speech-Language Associate Plan.............................................................................7

Questions and Answers Regarding Speech-Language Impaired

Associate Certification

In June of 2002, a technical assistance paper (TAP) was disseminated providing information on

the speech-language impaired associate certification. This TAP was developed after the State

Board of Education approved Rule 6A-4.01761, FAC.,

Specialization Requirements for

Certification in the Area of Speech-Language Impaired Associate-Academic Class

and

amendments to Rule 6A-6.03012, FAC.,

Special Programs for Students who are Speech and

Language Impaired

on August 14, 2001. The new rule and amended rule allowing

implementation of the associate certification came as a result of the recommendations of a task

force appointed by the Commissioner of Education to address the critical shortage of master’s-

level speech-language pathologists available to provide services to students with speech and

language disabilities, particularly shortages in Florida’s sparsely populated districts. The rules

allow bachelor’s-level speech-language personnel to provide services to school districts that

qualify for the sparsity supplement.

Since the initial implementation of the associate certificate, a critical shortage of master’s-level

speech-language pathologists has persisted. Thus, districts have expressed the continued need

for the option of hiring bachelor’s level speech-language personnel through the associate

certification option, or speech-language associates (SLAs).

In which districts is the speech-language impaired associate certificate available?

The speech-language impaired associate certificate is available to school districts that qualify

for the sparsity supplement funding pursuant to Section 1011.62(7), Florida Statutes (F.S.).

The sparsity supplement is part of the Florida Education Finance Program (FEFP) established

by the Florida Legislature in an effort to guarantee the availability of appropriate programs

and services for every student. The sparsity supplement is designed to mitigate the higher

per student costs of providing services in sparsely populated districts. The number of

districts that qualify for the sparsity supplement may vary from year to year. A list of

districts eligible for the sparsity supplement in the 2007-2008 school year is provided in

Appendix A.

What are the procedures for obtaining a speech-language impaired associate

certification?

First, a school district must submit a SLA plan to the Program Specialist for Speech and

Language Impairments in the Bureau of Exceptional Education and Student Services. The

plan will be reviewed by the Program Specialist and approved or returned to the district for

revision. If returned to the district for revision, the district must revise and resubmit to the

Program Specialist. Once the SLA plan is approved by the Program Specialist, an approval

letter will be sent to the district. The Bureau of Educator Certification will be copied on the

approval letter to inform Bureau staff that the district’s SLA plan has been approved and a

speech-language impaired associate certificate may be issued when requested by the district.

Once the letter of approval is received by the district, the district must submit, as a package

to the Bureau of Educator Certification, the individual’s application for a speech-language

impaired associate certificate and the district superintendent’s request for the issuance of the

certificate. The temporary certificate will then be issued for a period of three years.

What components must be included in the SLA plan?

The components of the plan include:

•

A description of the model specifying the type and amount of direction including, but not

limited to, direct observation, support, training, and instruction

•

The rationale for using the model

•

The manner in which the SLA will demonstrate competency

•

The process for monitoring the quality of services

•

The measurement of student progress

Additionally, the plan must describe the process for changing the intensity of direction/

supervision for the SLA based upon the SLA’s demonstrated competencies and their

students’ needs and progress. It also is recommended that districts include information as to

how the SLA will participate in professional development/continuing education activities.

Finally, monitoring/evaluation forms should be included with the plan. See Appendix B for

an outline of the required components of the SLA plan.

If a district submitted a SLA plan to the Department of Education in the past, is the

district required to submit another plan before requesting a speech-language impaired

associate certificate?

Beginning with the 2007-2008 school year

, districts are being asked to submit a new SLA

plan to the Department before requesting a speech-language impaired associate certificate. If

a district submitted a plan in the past, the district should review the previous plan, determine

if any revisions or additions are warranted, and resubmit to the Department for review and

approval. Once this plan is approved, the plan will remain approved and districts will not be

required to submit another plan in the future.

Can a district request another speech-language impaired associate certificate for a SLA

at the end of the three-year certification period?

Yes, if a district feels that the SLA has demonstrated competency in providing quality

services to students with speech and language impairments, the district may request that

another temporary certificate be issued. The certificate will be issued again for a period of

three years. Districts may continue to follow this procedure as long as a certificate is desired

for an individual.

Is a district required to submit a new plan to the Department of Education when

another speech-language impaired associate certificate is requested, as mentioned in

question 5?

No, once a district has submitted a plan and received approval, beginning with the 2007-2008

school year, that plan will remain approved by the Department.

May a SLA perform the same duties and responsibilities as a master’s-level speech-

language pathologist?

A SLA must work with a limited scope of practice, under the direction/supervision of a

master’s-level speech-language pathologist. In assigning duties and responsibilities of the

SLA, the communication needs of the students must be paramount at all times to ensure

quality services. The SLA may implement a variety of tasks as long as the directing/

supervising speech-language pathologist provides sufficient training and direction. The

amount of direction/supervision may vary with the complexity of students’ disabilities and

the level of experience and training of the SLA and may change over time based on the

SLA’s demonstrated competencies and his or her students’ needs and progress.

SLA responsibilities may include, but are not limited to:

•

Conducting speech/language screenings (without interpretation) following specified

screening protocols

•

Developing and maintaining lesson plans based on objectives designated on a student’s

individual educational plan (IEP) or family support plan

•

Providing appropriate speech/language intervention services to identified students as

designated on the students’ IEP or family support plan

•

Collecting data to document student performance and progress toward meeting

established goals and objectives as stated in the IEP or family support plan

•

Performing checks and maintenance of equipment

•

Reporting behavioral observations to the directing/supervising speech-language

pathologist

•

Participating in parent conferences or interdisciplinary team meetings

•

Participating in the development or modification of a student’s IEP or family support

plan

SLA responsibilities should

not

include:

•

Conducting or interpreting diagnostic assessments of language, articulation/phonology,

fluency, or voice disorders

•

Participating in the review of speech/language evaluation data to determine initial or

continued eligibility without the presence of the directing/supervising speech-language

pathologist

•

Developing or modifying a student’s IEP without the recommendation and guidance from

the directing/supervising speech-language pathologist

What is meant by “under the direction of” as stated in Rule 6A-6.03012(6)(b)1, FAC.?

A speech-language pathologist who holds a master’s degree in speech/language pathology,

communication disorders, or other comparable degree, and a Florida educator certificate in

speech/language impaired or license in speech/language pathology pursuant to Chapter 468,

F.S., may provide direction/supervision of a SLA.

Direction/supervision includes training, observation, and consultation. Some examples

include:

•

Scheduled and unscheduled observations of the SLA providing services and carrying out

assigned duties and responsibilities, with feedback and suggestions

•

Exchange of information between the SLA and directing/supervising speech-language

pathologist with an opportunity for questions and answers

•

Communication by phone, fax, or electronic mail with the directing/supervising speech-

language pathologist

•

Training in school district policies and program procedures, screening and data

collection, behavior management, and therapy techniques for articulation/phonology,

language, fluency, and voice

•

Completion of performance evaluations

How much direction/supervision should be provided by the master’s-level speech-

language pathologist?

Direction/supervision should be provided weekly during the SLA’s first year of employment.

More direct observation may be needed during the initial months of employments. As a SLA

gains experience, the amount of direction needed may change and the speech-language

pathologist may alter the frequency and intensity of observation, guidance, and training

activities according to the SLA’s strengths and needs. Direction/supervision should continue

to be provided to the SLA throughout the certification period.

10.

Is a SLA required to participate in professional development/continuing education

activities?

A SLA should participate in professional development/continuing education activities.

Professional development plays a significant role in attaining the goal of higher student

achievement. It is essential that all educators, including SLAs, keep current with the latest

research and innovations if higher student achievement is to be realized.

Professional development activities may include, but are not limited to:

•

Monitored observation by the SLA of evidence-based intervention practices at a variety

of sites

•

Attendance at monthly meetings for all district speech-language professionals

•

Participation in conferences, inservice presentations, and university or community

college classes

•

Monitored/supervised individual self-study of written information or videos on topics

related to the practice of speech/language pathology

11.

Who has ultimate responsibility for the SLA?

Districts must make determinations of responsibility based on the policies of the local school

board.

12.

May a district contract with a speech-language pathologist to provide

direction/supervision to a SLA?

This may be done at the discretion of the district. However, the speech-language pathologist

must be licensed by the Department of Health, as this individual would be employed on a

fee-per-hour basis as a private practitioner.

Appendix A

Florida Schools Districts That Qualify for the Sparsity Supplement

Based on Florida Education Finance Program (FEFP)

2007-2008

Baker

Bradford

Calhoun

Charlotte

Citrus

Columbia

DeSoto

Dixie

Flagler

Gadsden

Gilchrist

Glades

Gulf

Hamilton

Hardee

Hendry

Highlands

Holmes

Jackson

Jefferson

Lafayette

Levy

Liberty

Madison

Nassau

Okeechobee

Putnam

Sumter

Suwannee

Taylor

Union

Wakulla

Washington

FAMU Lab School

FSU Lab School

UF Lab School

Appendix B

Speech-Language Associate Plan

Describe how the district will support the employment of the speech-language associate

(SLA) through direction/supervision of the master’s-level speech-language pathologist,

including the amount of observation, training, and instruction, along with any other

supporting components.

Provide the district’s rationale for using the SLA model.

Describe the manner in which the associate will be required to demonstrate competency.

Describe the process for monitoring the quality of services provided by the SLA to students

identified as speech and/or language impaired. Include a description of the

monitoring/evaluation forms, including who will complete the forms, when and how often

they will be completed, and how results of the evaluation will be shared with the SLA.

Describe how the progress of the students being served by the SLA will be measured or

monitored.

Describe how program outcome data will be used to evaluate the effectiveness of this plan.

Include a description of how possible ineffectiveness of the plan will be addressed (e.g., a

change in the intensity of direction/supervision).

Provide a description of how the SLA will participate in professional development/

continuing education activities.