IEP Speech Services
The majority of students I serve have been found to meet eligibility criteria for special education services under the Individuals with Disabilities Education Act (IDEA). Referrals for these services may be made by parents and/or teachers and if there is a suspected disability, the child will be assessed. After assessment, an Individualized Education Plan (IEP) meeting will be held to discuss results and eligibility. If eligible, goals and a plan for services will be developed. The following is a letter Ventura Unified created several years ago for parents of IEP served students:
Dear Parent:
Your student’s Individualized Education Program (IEP) will include the types of services, the frequency, and amount of time per week/month the services will be delivered over the period of time that the IEP is in effect, usually one year. With respect to the speech/language services, the District’s Speech-Language Pathologists (Specialists) typically utilize a 3/1 delivery model. This model includes direct services, as well as training, collaboration and consultation with district staff and/or parents. This model has proven to be most effective in assisting students with their communication needs and it is designed to align with the services outlined in your child’s IEP.
With this delivery model, a student is provided with three weeks of direct student instruction/therapy a month. During this time, the Speech-Language Pathologist works with the student individually or in a group. This can take place inside the classroom or in a separate room on the school campus. Included in this time frame may be periodic monitoring to ensure that previous student progress is being maintained.
The fourth week, or consultation week, of the therapy cycle may include any or all of the following services:
Parent Training/Collaboration/Consultation: The specialist teaches parents and/or other family members to carry out tasks or to modify the environment in certain ways that relate to a student’s progress on IEP goals and objectives. This includes the time the specialist talks with the parents or writes about progress as well as homework assignments.
Teacher Training/Collaboration/Consultation: The specialist spends time showing the teacher strategies that will best help the student make progress on IEP goals and objectives. This includes the time the specialist talks with the teacher and the student’s classroom program as it relates to IEP goals.
Structured Observation: The specialist may observe in the instructional or other school settings to determine student needs or progress. This will help determine if strategies or intervention activities need to be modified.
Materials Preparation: The specialist will develop materials individualized to the student’s IEP needs so that he/she can benefit from the educational setting and make progress on IEP goals. This may include communication system adaptation and maintenance.
Assessment: The specialist may conduct formal or informal assessments to determine eligibility, student needs and/or progress.
Adjustments to this type of service delivery may be made as deemed necessary and appropriate, by the IEP team.
If the student is absent for a scheduled direct therapy session, we will not be able to schedule an additional session at another time. If the school has a non-student day for teacher training, we will not be able to schedule an additional session at another time.
The specialist will monitor progress on student goals for the period of the IEP, usually a year. The specialist will notify you of your child’s progress during report card periods.
The goal of providing Speech-Language services is to correct, remediate or develop compensatory strategies to enhance communication for academic performance and social interaction. It is further our goal, through the services noted above, to accomplish this task in as timely a manner as possible. To achieve this end, your involvement and assistance is crucial. In determining whether or not services need to be continued, the specialist will consider factors including, but not limited to, the following:
Dear Parent:
Your student’s Individualized Education Program (IEP) will include the types of services, the frequency, and amount of time per week/month the services will be delivered over the period of time that the IEP is in effect, usually one year. With respect to the speech/language services, the District’s Speech-Language Pathologists (Specialists) typically utilize a 3/1 delivery model. This model includes direct services, as well as training, collaboration and consultation with district staff and/or parents. This model has proven to be most effective in assisting students with their communication needs and it is designed to align with the services outlined in your child’s IEP.
With this delivery model, a student is provided with three weeks of direct student instruction/therapy a month. During this time, the Speech-Language Pathologist works with the student individually or in a group. This can take place inside the classroom or in a separate room on the school campus. Included in this time frame may be periodic monitoring to ensure that previous student progress is being maintained.
The fourth week, or consultation week, of the therapy cycle may include any or all of the following services:
Parent Training/Collaboration/Consultation: The specialist teaches parents and/or other family members to carry out tasks or to modify the environment in certain ways that relate to a student’s progress on IEP goals and objectives. This includes the time the specialist talks with the parents or writes about progress as well as homework assignments.
Teacher Training/Collaboration/Consultation: The specialist spends time showing the teacher strategies that will best help the student make progress on IEP goals and objectives. This includes the time the specialist talks with the teacher and the student’s classroom program as it relates to IEP goals.
Structured Observation: The specialist may observe in the instructional or other school settings to determine student needs or progress. This will help determine if strategies or intervention activities need to be modified.
Materials Preparation: The specialist will develop materials individualized to the student’s IEP needs so that he/she can benefit from the educational setting and make progress on IEP goals. This may include communication system adaptation and maintenance.
Assessment: The specialist may conduct formal or informal assessments to determine eligibility, student needs and/or progress.
Adjustments to this type of service delivery may be made as deemed necessary and appropriate, by the IEP team.
If the student is absent for a scheduled direct therapy session, we will not be able to schedule an additional session at another time. If the school has a non-student day for teacher training, we will not be able to schedule an additional session at another time.
The specialist will monitor progress on student goals for the period of the IEP, usually a year. The specialist will notify you of your child’s progress during report card periods.
The goal of providing Speech-Language services is to correct, remediate or develop compensatory strategies to enhance communication for academic performance and social interaction. It is further our goal, through the services noted above, to accomplish this task in as timely a manner as possible. To achieve this end, your involvement and assistance is crucial. In determining whether or not services need to be continued, the specialist will consider factors including, but not limited to, the following:
- Student has met goals in deficit areas.
- Student’s communication disorder is related to a medical/physical or emotional problem and is not considered amenable to intervention at this time.
- Student’s language skills are commensurate with cognitive/developmental level.
- Student’s deficit areas can be managed through classroom modifications or by another service provider.
- Student has developed compensatory skills that are functional in the deficit areas.
- Student does not have regular school and/or therapy attendance pattern.
- Student does not demonstrate motivation to participate.
- Student does not have the attention and behavioral skills appropriate for intervention (adaptations and other models of intervention have been tried).
- Student has made little or no measurable progress in _____ months or ____ years of consistent intervention.