AHSA Guidelines Elbridge Elementary

Critical Roles — SLPs have integral roles in Critical Roles

education and are essential members of school  The roles and responsibilities of Elbridge
faculties . Elementary School professionals including
speech align respectively with ASHA’s
 Working Across All Levels — SLPs guidelines. We provide academically
provide appropriate speech-language aligned therapy to a variety of students
services in Pre-K, elementary, middle, within a high needs school (title 1). Every
junior high, and high schools with no school therapy session has a relevance to the
level underserved. (Note: In some states Common Core Standards and uses school-
infants and toddlers would be included in based vocabulary words for each grade
school services.) level. We provide a rich environment of
 Serving a Range of Disorders — As language for the children using a variety of
delineated in the ASHA Scope of Practice activities including books, games,
in Speech-Language Pathology  and federal manipulatives, virtual boom cards and
regulations, SLPs work with students more.
exhibiting the full range of communication
disorders, including those involving
language, articulation (speech sound
disorders), fluency, voice/resonance, and
swallowing. Myriad etiologies may be Range of Responsibilities
involved.  We collect data and provide assessments
 Ensuring Educational Relevance — The while also come observe children that
litmus test for roles assumed by SLPs with teachers or parents have expressed concern
students with disabilities is whether the about. If there is a big concern, then we
disorder has an impact on the education of bring the student(s) in for an evaluation to
students. Therefore, SLPs address personal, see how they test and informally collect a
social/emotional, academic, and vocational language sample. Due to covid19
needs that have an impact on attainment of restrictions for this school year we cannot
educational goals. provide a school wide program because
 Providing Unique Contributions to cohorts are not allowed to mix but we do
Curriculum — SLPs provide a distinct set talk with teachers about reminding their
of roles based on their focused expertise in students to practice their sounds and to
language. They offer assistance in implement phonological awareness in their
addressing the linguistic and metalinguistic lessons especially during ELA.
foundations of curriculum learning for
students with disabilities, as well as other
learners who are at risk for school failure, or
those who struggle in school settings.
 Highlighting Language/Literacy —
Current research supports the
interrelationships across the language Collaboration
processes of listening, speaking, reading,  At Elbridge elementary collaboration is key.
and writing. SLPs contribute significantly to Every teacher and support staff are so
the literacy achievement of students with flexible and in constant communication
communication disorders, as well as other about goals and how the child is performing
learners who are at risk for school failure, or or needs a different approach. They are
those who struggle in school settings. open and honest with parents and
 Providing Culturally Competent collaborate with classroom teachers to pull
Services — With the ever-increasing students at the right time, evaluate students
diversity in the schools, SLPs make and observe students on a daily basis.
important contributions to ensure that all
 students receive quality, culturally
competent services. SLPs have the expertise
to distinguish a language disorder from
“something else.” That “something else”
might include cultural and linguistic Leadership
differences, socioeconomic factors, lack of  Leadership is a big deal in the district.
adequate prior instruction, and the process Elbridge elementary adopted the SOAR
of acquiring the dialect of English used in program where students gain tickets for
the schools. This expertise leads to more demonstrating one of the few key terms of
accurate and appropriate identification of the program. The program helps staff be
student needs. SLPs can also address the reminded of good character traits that many
impact of language differences and second leaders possess along with being a role
language acquisition on student learning model for the kids. The speech language
and provide assistance to teachers in pathologist that is hosting me also makes
promoting educational growth. sure to keep in contact with parents and also
makes sure to talk them through strategies
Range of Responsibilities — SLPs help students at home and tips to try with them to make
meet the performance standards of a particular working on speech sounds fun. She also
school district and state  . advocates for her students and making sure
that they are getting the services they need
 Prevention — SLPs are integrally involved to accel in their school year. Lastly, using
in the efforts of schools to prevent academic evidence based practice in therapy to ensure
failure in whatever form those initiatives student success towards their goals.
may take; for example, in Response to
Intervention (RTI). SLPs use evidence-
based practice (EBP) in prevention
approaches.
 Assessment — SLPs conduct assessments
in collaboration with others that help to
identify students with communication
disorders as well as to inform instruction
and intervention, consistent with EBP.
 Intervention — SLPs provide intervention
that is appropriate to the age and learning
needs of each individual student and is
selected through an evidence-based
decision-making process. Although service
delivery models are typically more diverse
in the school setting than in other settings,
the therapy techniques are clinical in nature
when dealing with students with disabilities.
 Program Design — It is essential that
SLPs configure schoolwide programs that
employ a continuum of service delivery
models in the least restrictive environment
for students with disabilities, and that they
provide services to other students as
appropriate.
 Data Collection and Analysis — SLPs,
like all educators, are accountable for
student outcomes. Therefore, data-based
decision making, including gathering and
interpreting data with individual students, as
 well as overall program evaluation are
essential responsibilities.
 Compliance – SLPs are responsible for
meeting federal and state mandates as well
as local policies in performance of their
duties. Activities may include
Individualized Education Program (IEP)
development, Medicaid billing, report
writing, and treatment plan/therapy log
development.

Collaboration — SLPs work in partnership with

others to meet students' needs  .

 With Other School Professionals — SLPs

provide services to support the instructional
program at a school. Therefore, SLPs'
unique contributions complement and
augment those made by other professionals
who also have unique perspectives and
skills. Working collegially with general
education teachers who are primarily
responsible for curriculum and instruction is
essential. SLPs also work closely with
reading specialists, literacy coaches, special
education teachers, occupational therapists,
physical therapists, school psychologists,
audiologists, guidance counselors, and
social workers, in addition to others.
Working with school and district
administrators in designing and
implementing programs is crucial.
 With Universities — SLPs form important
relationships with universities in which both
the SLPs and the universities can benefit
from shared knowledge and perspectives.
Additionally, SLPs can serve as resources
for university personnel and the university
students whom they teach.
 Within the Community — SLPs work
with a variety of individuals and agencies
(e.g., physicians, private therapy
practitioners, social service agencies,
private schools, and vocational
rehabilitation) who may be involved in
teaching or providing services to children
and youth.
 With Families — For students of all ages it
is essential that SLPs engage families in
planning, decision making, and program
implementation.
 With Students — Student involvement in
the intervention process is essential to
 promoting personal responsibility and
ownership of communication improvement
goals. SLPs actively engage students in goal
planning, intervention implementation,
monitoring of progress, and self-advocacy
appropriate to age and ability level.

Leadership — SLPs provide direction in defining

their roles and responsibilities and in ensuring
delivery of appropriate services to students .

 Advocacy — To assume productive roles,

SLPs must advocate for appropriate
programs and services for children and
adolescents, including reasonable
workloads, professional development
opportunities and other program supports.
Because some of the roles SLPs assume
may be new or evolving and may not be
clearly understood by others, SLPs have a
responsibility to articulate their roles and
responsibilities to teachers, other school
professionals, administrators, support
personnel, families, and the community.
They also work to influence the
development and interpretation of laws,
regulations, and policies to promote best
practice.
 Supervision and Mentorship — SLPs play
a vital role in inducting new professionals.
They are involved with supervising student
SLPs and clinical fellows, as well as in
mentoring new SLPs. They also may
supervise paraprofessionals.
 Professional Development — SLPs are
valuable resources in designing and
conducting professional development.
Given their expertise in communication and
language, SLPs have much to offer other
educators, including administrators,
teachers, other educational specialists, and
paraprofessionals in the collaborative effort
to enhance the performance of students in
schools.
 Parent Training — SLPs are in a position
to provide training to parents of students of
all ages with regard to communication
development and disorders. They may be
especially helpful to families in creating a
language- and literacy-rich environment
 Research — Federal law requires the use of
scientific, research-based practices. It is
important for SLPs in the schools to
 participate in research to generate and
support the use of evidence-based
assessment and intervention practices.

ASHA. Roles and Responsibilities of School Based

SLPs. American Speech-Language and Hearing and
Association. (2020). Accessed From:
https://www.asha.org/policy/PI2010-00317/