School Certification and Licensure
Eligibility Criteria for Sound System Disorders
in Missouri Public Schools
Substitute SLPs & Missed Therapy Sessions
Request to DESE for Recognition
Statement: Missed Sessions in Missouri Public Schools
Early Childhood News
School Affairs News
Frequently Asked Questions
Vice President for School Services,
Elizabeth McKerlie, MS, CCC-SLP
Welcome to the School Services News portion of the MSHA website.
The purpose of this portion of the website is to provide information
related to practice of Speech-Language Pathology and Audiology in
Missouri public schools. Also included are items of interest to
professionals practicing in Early Childhood Special Education settings.
MSHA members’ suggestions for additions or changes in the
format of the Schools News section are appreciated. You can comment
by emailing Beth at firstname.lastname@example.org
System Designed to Create More Accurate and Equitable Measure Than the Teacher Evaluation Assessment
In an effort to improve upon current methods of evaluating school-based speech-language pathologists (SLPs), the American Speech-Language-Hearing Association (ASHA) has developed a new accountability measure, the Performance Assessment of Contributions and Effectiveness (PACE).
Recognizing that SLPs are likely to be included in value-added assessment (VAA) systems designed to measure individual teacher effectiveness, ASHA designed PACE to more accurately reflect the SLP's unique role in a child's academic success.
The PACE accountability measure comprises a portfolio review, self-reports, and on-site classroom observation. The PACE document includes background information on VAA, an extensive review of the research on VAA for teachers, a performance review process, and ways to advocate for the adoption of PACE at the state and local levels. Advocacy tools include a step-by-step process for ASHA state associations and members to advocate for change, a sample PowerPoint presentation, and frequently asked questions. All of the PACE resources can be accessed by clicking here.
"We hope that school districts will adopt PACE to support an accurate determination of our members' critical roles in improving student performance," ASHA President Shelly Chabon, PhD, CCC- SLP, says. "PACE provides our state associations and members with a comprehensive approach to help them accomplish this."
State Education Advocacy Leaders (SEALs) are appointed by ASHA-recognized
Speech-Language-Hearing Associations to act as advocates on issues
related to education. The State Education Advocacy Leaders were
established in 1999 under ASHA's Priorities. The mission of the
SEALs network is to “enhance and perpetuate the advocacy,
leadership, and clinical management skills of school-based ASHA
members at the state and local levels to influence administrative
and public policy decisions that affect the delivery of speech-language
pathology and audiology services in school settings.” (www.asha.org).
Missouri’s SEAL is Elizabeth McKerlie, MS, CCC-SLP , email@example.com
Important: The Missouri Speech-Language-Hearing Association
is NOT a licensing agent. MSHA supports ASHA, the State Board of
Healing Arts, and the Department of Elementary and Secondary Education,
the agencies which license or credential professionals.
Missouri has a dual certification system for SLPs practicing in
the public schools of the state. The Department of Elementary and
Secondary Education (DESE) requires a Student Services Certificate
of License to Teach as a Speech-Language Pathologist. This can be
obtained by completing specific requirements in a teacher education
program including professional course content in Speech Pathology
and a minimum of 300 practicum hours or it can be obtained by possession
of a Missouri license as a Speech-Language Pathologist from the
Missouri Board of Registration for the Healing Arts. In either case,
it is necessary to apply for the Student Services Certificate.
here for information about certification.
here for an application form for the Student Services Certificate.
here for an application form for renewal of the Student Services
for information about obtaining a Missouri license through the Missouri
Board of Registration for the Healing Arts as either a Speech-Language
Pathologist or Audiologist.
Federal law requires each state to establish criteria for qualifying
children ages 0-21 as eligible to receive Special Education and
Related services. DESE’s criteria for each category of disability
are summarized in the State Plan for Special Education.
Click here for to access further information
about eligibility for Sound System Disorder.
The question of how to handle missed therapy sessions in the public
schools comes up frequently. On 11/2/06, ASHA requested clarification
from the federal Office of Special Education Programs (OSEP) as
to interpretation based on the IDEA Amendments of 2004. On 3/8/07,
OSEP responded by addressing ASHA’s question about the need
to use substitutes and to schedule make up sessions when speech/language
sessions are missed as a result of either the child’s absences,
the SLP’s absences, or other causes such as school activities.
OSEP stated that these issues are not addressed in the federal law
or the federal regulations. According to OSEP, it is up to each
state to ensure a Free Appropriate Public Education (FAPE). Therefore,
each school entity needs to consider the effect of absences (child’s
or SLP’s) or other causes of missed sessions on the child’s
progress toward IEP goals. If the goals are not likely to be met,
missed sessions may be a denial of FAPE.
In an attempt to receive written clarification from DESE as to the
state policy and ask them to consider the OSEP opinion, the MSHA
Executive Board developed a Position Statement about missed sessions
and presented a draft to Heidi Atkins Lieberman, assistant commissioner
of education, on May 19, 2008.
here for a copy of the Position Statement.
DESE responded quickly and on 5/23/08, the following message was
sent to school administrators via the DESE SELS List: ”The
U. S. Department of Education, Office of Special Education Programs
(OSEP) issued a policy letter in March 2007 (Letter to Clarke).
That letter included several issues; one of those issues was compensatory
services. In the letter, OSEP changed its mid-1990's position on
compensatory services by noting that IDEA really does not provide
for compensatory services, that the issue boils down to a free appropriate
public education (FAPE) and that whether a child is in need of compensatory
services is an individualized issue. It "encouraged" schools
to convene IEP teams to address compensatory services when there
has been a failure to implement due to things like provider absences.
After careful consideration and discussion, we have reached the
conclusion that our long-standing position that provider absences
requires either full make-up services OR an IEP team meeting and
decision on the extent, if any, of compensatory services needed,
is without authority. However, we strongly recommend that responsible
public agencies consider continuing to address provider absences
by either full make-up of services OR convening the IEP team to
address the need for compensatory services. This is one way to ensure
FAPE has been addressed. We also encourage you to discuss this with
your school district lawyer.”
here for DESE’s FAQ Re: First Steps
Check back soon for updates.
State Board for the Healing Arts
of Elementary and Secondary Education
as Teachers National Office
for Administrators of Special Education
Following is information to assist SLPs determine eligibility for
diagnosis of children with Sound System Disorders (SSD) in Missouri
When determining initial eligibility for children with phonological
processing errors, districts may choose to use either the Masterson/Basye
system or the Shriberg chart or may use other normative data. It is
strongly recommended by MSHA that the evaluation report state which
data was used.
- DESE System for SSD with Single Error Sound
The first item is the chart accepted by the Missouri Department
of Elementary and Secondary Education (DESE) in September, 2007
for initial diagnosis of a single sound disorder. Click here for
For further information about initial determination of eligibility
for Sound System Disorder, go to http://dese.mo.gov/se/compliance/documents/se-cc-statenormativedata.pdf for a Q&A on the DESE website.
- System for Guiding Professional Judgment for SSD with
Multiple Sound Errors
A procedure for using professional judgment in determining eligibility
when sound system disorders involve more than a single sound was
developed by Dr. Julie Masterson and Sarah Basye (Missouri State
University) with input from a team of clinicians working in Missouri
Schools, including Susan Borgmeyer, Elaine Kempker, and Brenda
Martien. The system is based on current research on typical phonological
development in children. A "Quick Start" for Recommendations
for Using Professional Judgment can be obtained by clicking
here. For the accompanying research base, click
- DESE-MSHA 2001 Chart for Developmental/Non-Developmental
This chart was developed by a task force including DESE and MSHA
representatives in 2001 that is based on studies by Shriberg,
1993. School districts that were using this chart prior to the
publication of the DESE chart in 2007 may continue to use it when
considering initial eligibility for SSD on the condition that
there is more than a single sound error present.
Remember that when determining initial eligibility for a child with
a single sound error, the DESE chart must be used in Missouri public