Slide 1

Speech & Language Rules
Update
PK CONTACTS MEETING
LAKE MARY, FL
MAY 5, 2010
SHANNON HALL-MILLS, PH.D., CCC-SLP
SPEECH/LANGUAGE PROGRAM SPECIALIST
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT
SERVICES
FLORIDA DEPARTMENT OF EDUCATION
History of Speech/Language Rule Revision
in Florida
 3 year process
 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
 Proposed rule organization similar to current rule
 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.”
Workgroup’s Topics of Discussion
• Included in the discussion:
– Federal & state regulations
– Rules of eligibility from other states
– Rule vs. policy vs. guidance
•
•
–
–
–
Implications for implementation
Role of ongoing TA and updated resources
Concurrent SLD and general rule revision
Clarity & flexibility of requirements in rule
Role of clinical/professional judgment
Workgroup’s Challenges
• Redefining eligibility for SI and LI without
traditional limitations such as:
–
–
–
Cognitive referencing
Discrepancy formulas
Strict cut-off scores
• Determining significance and adverse effect of an
impairment (speech or language)
–
Relation between significance and adverse educational impact
• Updating definitions
• Outlining minimal evaluation practices
• Addressing eligibility (speech and language)
Key Changes – General Education Intervention
Procedures & Activities
 Adherence to general education intervention
procedures and activities
 outlined
in SBE Rule 6A-6.0331, F.A.C., General
Education Intervention Procedures, Identification,
Evaluation, Reevaluation and the Initial Provision of
Exceptional Education Services.
Key Changes – Evaluation
Scores as snapshots…
• “A profile of scores is no
more the reality of a
person than is a portrait
taken in a photo studio.”
(p. 30, King, 2000)
Key Changes - Evaluation
• Office of Special Education Programs (OSEP)
letter to ASHA (2007)…
–
“…public agency must use a variety of assessment
tools and strategies to gather relevant functional,
developmental, and academic information.”
Key Changes - Evaluation
• Evaluation components will include:
– Review of data indicating results of evidence‐based
interventions for identified areas of concern
(whether in general or special education setting),
– Information gathered parent/guardian, teacher(s),
student re: language concerns
– Observation(s) of student’s language skills in one or
more settings
– One or more standardized norm‐referenced
instruments designed to measure language
(alternative instruments as necessary)
Key Changes – Eligibility
• Removal of cognitive referencing and discrepancy
formulas from eligibility criteria because:
•
•
IQ scores reflect current abilities, not potential for language
learning (Krassowski & Plante, 1997).
The notion that cognition limits language development so
that language cannot exceed cognitive performance levels is
unfounded (Kamhi, 1998; Lahey, 1996).
Key Changes - Eligibility
 Eligibility for language impairment (LI) for children
in grades K-12 will occur within an RtI framework
(using a problem-solving model) already established
in Florida policy.
Few
Some
All
Key Changes – Eligibility for K-12
LI
SLD
 Relation between LI
and SLD:


Explicit acknowledgement
of similarities between
academic manifestation of
LI and SLD
Alignment of LI and SLD
rules
 Allowance for
pragmatic language
impairment

Additional observation
required
Key Changes - Eligibility
 Requirement to document the adverse effect of the
speech or language impairment on the student’s
ability to perform and/or function in the typical
learning environment , thereby demonstrating the
need for exceptional student education.
A Note Regarding Adverse Effect
Office of Special Education
Programs (OSEP) letter to
ASHA (2007)…
• “Education performance is
not limited to academic
performance.”
• Effects determined on a
“case‐by‐case basis,
depending on unique needs
of a child, not based only
on discrepancies in age or
grade performance in
academic subject areas.”
Key Changes – In Summary
 Increased reliance on:
 Significance & educational impact of the communication
impairment
 Collaborative problem‐solving team and data-based decision
making
 Review of all available data from multiple sources
 Clinical/professional judgment
Approved SBE Rule
6A-6.030121
Exceptional Student Education Eligibility for Students
with Language Impairments and Qualifications
and Responsibilities for the Speech-Language
Pathologists Providing Language Services
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 Proposed SBER 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 & rules governing sound
combinations
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
Approved SBE Rule 6A-6.030121
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.
Approved SBE Rule 6A-6.030121
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:
(a) Information gathered from the child’s parent(s) or guardian(s) and
others as appropriate, such as teacher(s), service providers, and
caregivers regarding the concerns and description of language skills.
This may be completed through a variety of methods including
interviews, checklists, or questionnaires;
Approved SBE Rule 6A-6.030121
Evaluation Requirements
(b) One or more documented and dated observation(s)
of the child’s language skills must be conducted by
the speech-language pathologist in one or more
setting(s), which must include the child’s typical
learning environment or an environment or situation
appropriate for a child of that chronological age; and,
Approved SBE Rule 6A-6.030121
Evaluation Requirements
(c) Administration of one or more standardized normreferenced instruments designed to measure language
skills. The instrument must be administered and
interpreted by a speech-language pathologist to determine
the nature and severity of the language deficits. If the
speech-language pathologist is unable to administer a
norm-referenced instrument, a scientific, research-based
alternative instrument may be used. The evaluation report
must document the evaluation procedures used, including
the rationale for use of an alternative instrument, the
results obtained, and the basis for recommendations.
Approved SBE Rule 6A-6.030121
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)

Approved SBE Rule 6A-6.030121
Eligibility Criteria
(4) Criteria for eligibility for prekindergarten children. 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:
(a) There is evidence, based on evaluation results, of significant deficits in
language. The impairment may manifest in significant difficulties
affecting one or more of the following areas:
1. Listening comprehension;
2. Oral expression;
3. Social interaction; or
4. Emergent literacy skills (e.g., vocabulary development,
phonological awareness, narrative concepts).
Approved SBE Rule 6A-6.030121
Eligibility Criteria
(b) One or more documented and dated behavioral observation(s) reveals
significant language deficits that interfere with performance and/or
functioning in the typical learning environment;
(c) Results of standardized norm-referenced instrument(s) reveal a
significant language deficit in one or more of the areas listed in
paragraph (1)(a) of this rule, as evidenced by standard score(s)
significantly below the mean. If the evaluator is unable to administer a
norm-referenced instrument and an alternative scientific, researchbased instrument is administered, the instrument must reveal a
significant language deficit in one or more areas listed in paragraph
(1)(a) of this rule. Significance of the deficit(s) must be determined and
based on specifications in the manual of the instrument(s) utilized for
evaluation purposes;
Approved SBE Rule 6A-6.030121
Eligibility Criteria
(d) Information gathered from the child’s parent(s) or guardian(s),
teacher(s), service providers, or caregivers must support the results of
the standardized instruments and observations conducted;
(e) The language impairment must have an adverse effect on the child’s
ability to perform and/or function in the typical learning environment,
thereby demonstrating the need for exceptional student education; and,
(f) The language impairment is 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
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

Approved SBE Rule 6A-6.030121
Language Impairment - PK
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
Language Impairment - PK
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
Approved SBE Rule
6A-6.030121
Exceptional Student Education Eligibility for Students
with Language Impairments and Qualifications
and Responsibilities for the Speech-Language
Pathologists Providing Language Services
K-12
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 Proposed SBER 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 & rules governing sound
combinations
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
Approved SBE Rule 6A-6.030121
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.
Approved SBE Rule 6A-6.030121
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.
Approved SBE Rule 6A-6.030121
RtI & ESE Rules
 PS/RtI
interventions
 RtI Eligibility
Criteria
 Consideration
of impact of
other factors
EBD
InD
LI
SLD
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
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
Approved SBE Rule 6A-6.030121
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
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.
Approve SBE Rule 6A-6.030121
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.
Approved SBE Rule 6A-6.030121
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.
Approved SBE Rule 6A-6.030121
Approved SBE Rule
6A-6.03012
Exceptional Student Education Eligibility for
Students with Speech Impairments and
Qualifications and Responsibilities for the SpeechLanguage Pathologists Providing Speech Services
(PK-12)
Proposed 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.
Approved SBE Rule 6A-6.03012
Speech Impairment - Definitions
(a) A speech sound disorder:


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.
Approved SBE Rule 6A-6.03012
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.
Approved SBE Rule 6A-6.03012
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.
Approved SBE Rule 6A-6.03012
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.
Approved SBE Rule 6A-6.03012
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.
Approved SBE Rule 6A-6.03012
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.
Approved SBE Rule 6A-6.03012
Minimum Evaluation Components
Evaluation Component
Disorder Type
Speech Sound
Disorders
(SSD)
Fluency
Voice
Information
gathered



Observation(s)



(>2)
Oral mechanism
exam
Other
Approved SBR Rule 6A-6.03012



>1
Assess 4 areas; Medical report
Standardized, Speech sample
of laryngeal
NR measure for (300-500 words)
structure &
Artic/Phon
function
Criteria for Eligibility
(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.
Approved SBE Rule 6A-6.03012
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.
Approved SBR Rule 6A-6.03012
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.
Approved SBR Rule 6A-6.03012
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.
Approved SBR Rule 6A-6.03012
Eligibility Criteria (SI)
Eligibility Criterion
Disorder Type
SSD
Fluency
Voice
Significance
of impairment



Adverse effect



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
Approved SBR Rule 6A-6.03012
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
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.
Approved SBE Rule 6A-6.030121
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.
Approved SBE Rule 6A-6.03012
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.
Approved SBE Rule 6A-6.03012
Next Steps
 Identifying future TA needs
 Coming attractions
 Developing Technical Assistance Papers (TAPs) for SI and LI
 Updating the Compliance Self-Assessment for SI and LI
 Updating the section in SP&P re: speech & language
 Developing LI section in problem-solving “tools” kit
 Revising statewide resource manual for SLPs
Contact Information
Speech/Language Program Specialist:
 Email: [email protected]
 Phone: (850) 245-0478
 BEESS Website: http://www.fldoe.org/ese

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