1 ADEPT for Speech-Language Therapists. 2 ADEPT Web Site .

11

ADEPTADEPT

for for

Speech-Language TherapistsSpeech-Language Therapists

22

ADEPTADEPTWeb SiteWeb Site

http://www.scteachers.orghttp://www.scteachers.org

33

ADEPT CycleADEPT Cycle

SuccessfulTransition

Quality Assurance

Quality Improvement

44

ADEPT LevelsADEPT Levels

Induction Induction Formal EvaluationFormal EvaluationDiagnostic Assistance Diagnostic Assistance (optional)(optional)

Informal EvaluationInformal Evaluation

South Carolina Department of Education

Teacher Contract LevelsTeacher Contract LevelsEffective 7/22/04

INDUCTIONTransitionAssistance

ANNUAL 1Formal Eval.

ANNUAL 1Diagnostic

(Eval. Simulation)+ Assistance

CONTINUING(if eligible forProfessionalCertificate) or

ANNUAL(e.g.,PACE, C&T)

GBE orDiscretionaryFormal Eval.

ANNUAL 2Diagnostic

(Eval. Simulation)+ Assistance


Ineligible to teachuntil after 2 years

and state-approved

remediation plancompleted, then



CONTINUINGGBE or

DiscretionaryFormal Eval.

OUT OFPROFESSION

CONTINUING(if eligible forProfessional

Certificate) orANNUAL

(e.g., C&T)GBE or



Ineligible to teachuntil after 2 years

and state-approved

remediation plancompleted, then


CONTINUINGGBE or


OUT OFPROFESSION

Ready Not Ready

Not Met

Not Met

Not Met

Not Met

Not Met

Not Met

Met

Met

Met

Met

Met

Met

CONTINUINGGBE or

DiscretionaryFormal Eval

CONTINUINGGBE or


Met

Met

66

Performance DimensionsPerformance DimensionsAre South Carolina’s professional practice Are South Carolina’s professional practice standards for school-based SLTs.standards for school-based SLTs.Were developed by a statewide group of speech-Were developed by a statewide group of speech-language professionals representing public language professionals representing public schools and institutions of higher educationschools and institutions of higher educationAre aligned with established standards for the Are aligned with established standards for the profession. profession. Apply to SLTs throughout their career continuumApply to SLTs throughout their career continuum

77

Key ConsiderationsKey Considerations(Evidence Documentation)(Evidence Documentation)

Are Are examplesexamples of components of each of components of each performance dimensionperformance dimensionAre not necessarily all of equal importanceAre not necessarily all of equal importanceAre not universally applicable to all SLTs Are not universally applicable to all SLTs in all settingsin all settingsAre context-specificAre context-specific

88

PD 1: Long-Range PlanningPD 1: Long-Range Planning

The speech-language therapist develops a long-The speech-language therapist develops a long-range plan that describes and/or references range plan that describes and/or references appropriate procedures for identifying, appropriate procedures for identifying, assessing, and providing comprehensive assessing, and providing comprehensive services to speech-language-impaired children services to speech-language-impaired children and for establishing and maintaining the ongoing and for establishing and maintaining the ongoing program operations that are necessary to program operations that are necessary to effectively address the specific needs of the effectively address the specific needs of the students and the school.students and the school.

99

PD 1: Key ConsiderationsPD 1: Key Considerations(Evidence Documentation)(Evidence Documentation)

Description of students on caseload and/or Description of students on caseload and/or in school population.in school population.Methods for identifying students.Methods for identifying students.Procedures for making program eligibility Procedures for making program eligibility and placement decisions.and placement decisions.Considerations in aligning speech-language Considerations in aligning speech-language goals and objectives with curriculum, goals and objectives with curriculum, developmental, and/or functional standards.developmental, and/or functional standards.

1010


Key assessment and therapy materials.Key assessment and therapy materials.Methods for evaluating and recording Methods for evaluating and recording student progress.student progress.Rules and procedures for managing Rules and procedures for managing student behavior and non-instructional student behavior and non-instructional routines.routines.Program communications.Program communications.

1111

PD 2: Complying with PD 2: Complying with Guidelines and RegulationsGuidelines and Regulations

The speech-language therapist follows The speech-language therapist follows applicable federal, state, and local regulations applicable federal, state, and local regulations and guidelines that relate to procedural due and guidelines that relate to procedural due process, program eligibility, Medicaid, and process, program eligibility, Medicaid, and program documentation.program documentation.

1212


Complies with due process, program Complies with due process, program eligibility, and Medicaid requirements.eligibility, and Medicaid requirements.Adheres to applicable timelines.Adheres to applicable timelines.Completes the required paperwork Completes the required paperwork accurately.accurately.Maintains files in an organized and Maintains files in an organized and confidential manner.confidential manner.

1313

PD 3: Short-Range Planning PD 3: Short-Range Planning of Therapyof Therapy

The speech-language therapist develops, The speech-language therapist develops, evaluates, and revises short-term objectives—evaluates, and revises short-term objectives—including aligned treatment strategies, including aligned treatment strategies, resources, and schedules—that facilitate the resources, and schedules—that facilitate the accomplishment of the IEP goals for each accomplishment of the IEP goals for each student.student.

1414


Develops appropriate student objectives.Develops appropriate student objectives.Bases objectives on SC curriculum Bases objectives on SC curriculum standards and/or appropriate norms.standards and/or appropriate norms.Sequences objectives in a logical manner.Sequences objectives in a logical manner.Presents a solid rationale for the speech Presents a solid rationale for the speech schedule.schedule.

1515


Targets specific student needs in selecting Targets specific student needs in selecting treatment techniques, activities, and treatment techniques, activities, and materials.materials.Promotes transfer and carryover.Promotes transfer and carryover.Communicates effectively to IEP team Communicates effectively to IEP team members and others.members and others.

1616

PD 4: Short-Range Planning PD 4: Short-Range Planning of Assessmentof Assessment

The speech-language therapist demonstrates The speech-language therapist demonstrates the ability to select/develop, interpret, and use the ability to select/develop, interpret, and use the results of appropriate formal and informal the results of appropriate formal and informal measures to conduct comprehensive and measures to conduct comprehensive and ongoing student assessments.ongoing student assessments.

1717


Selects appropriate formal and informal Selects appropriate formal and informal assessments.assessments.Accurately scores and interprets Accurately scores and interprets assessments.assessments.Makes appropriate program eligibility and Makes appropriate program eligibility and therapy recommendations.therapy recommendations.Develops appropriate plans to measure Develops appropriate plans to measure and record student progress.and record student progress.

1818


Determines appropriate dismissal criteria.Determines appropriate dismissal criteria.Accurately and effectively communicates Accurately and effectively communicates assessment information to others.assessment information to others.

1919

PD 5: Establishing and PD 5: Establishing and Maintaining High Maintaining High

Expectations for StudentsExpectations for Students The speech-language therapist establishes, The speech-language therapist establishes,

maintains, and reinforces appropriate maintains, and reinforces appropriate expectations for the performance and expectations for the performance and participation of each student, both within and participation of each student, both within and outside of the therapy setting, and appropriately outside of the therapy setting, and appropriately involves others (e.g., parents, teachers, other involves others (e.g., parents, teachers, other IEP team members) in the various aspects of the IEP team members) in the various aspects of the therapy process.therapy process.

2020


Targets functional, relevant, and important Targets functional, relevant, and important communication skills in terms of “educational communication skills in terms of “educational impact.”impact.”Selects appropriate strategies and activities.Selects appropriate strategies and activities.Facilitates student engagement.Facilitates student engagement.Establishes and conveys appropriate Establishes and conveys appropriate expectations.expectations.Encourages students to gain independence in Encourages students to gain independence in applying their skills.applying their skills.

2121

PD 6: Using Strategies That PD 6: Using Strategies That Facilitate Communication Facilitate Communication

SkillsSkills The speech-language therapist selects and The speech-language therapist selects and

effectively uses a variety of appropriate effectively uses a variety of appropriate methods, strategies, and techniques to enhance methods, strategies, and techniques to enhance each student’s communication skills.each student’s communication skills.

2222


Selects a variety appropriate intervention Selects a variety appropriate intervention methods, strategies, and techniques.methods, strategies, and techniques.Uses methods, strategies, and techniques Uses methods, strategies, and techniques effectively.effectively.Uses techniques such as scaffolding to Uses techniques such as scaffolding to build student independence.build student independence.Ensures that students are actively and Ensures that students are actively and meaningfully engaged.meaningfully engaged.

2323

PD 7: Monitoring and PD 7: Monitoring and Enhancing CommunicationEnhancing Communication

The speech-language therapist effectively and The speech-language therapist effectively and continuously monitors each student’s continuously monitors each student’s performance and uses this information to make performance and uses this information to make appropriate decisions regarding the immediate appropriate decisions regarding the immediate and long-term course of therapy.and long-term course of therapy.

2424


Monitors student performance throughout Monitors student performance throughout the session.the session.Adjusts level of difficulty, strategies, and/or Adjusts level of difficulty, strategies, and/or pace of session, as needed.pace of session, as needed.Provides effective prompts, cues, and Provides effective prompts, cues, and feedback.feedback.Makes appropriate decisions regarding Makes appropriate decisions regarding future interventions.future interventions.

2525

PD 8: Maintaining an PD 8: Maintaining an Environment That Promotes Environment That Promotes

CommunicationCommunication The speech-language therapist maintains an The speech-language therapist maintains an

engaging physical environment and establishes engaging physical environment and establishes a positive, inviting climate that is designed to a positive, inviting climate that is designed to enhance each student’s communication enhance each student’s communication interactions.interactions.

2626


Maintains a safe, well-organized therapy Maintains a safe, well-organized therapy setting.setting.Arranges therapy setting to facilitate Arranges therapy setting to facilitate interactions.interactions.Keeps necessary materials and equipment Keeps necessary materials and equipment accessible and in working order.accessible and in working order.Models appropriate oral and written Models appropriate oral and written language.language.

2727


Displays appropriate verbal and nonverbal Displays appropriate verbal and nonverbal behaviors.behaviors.Is confident, positive, enthusiastic, and Is confident, positive, enthusiastic, and patient.patient.Provides appropriate and effective intrinsic Provides appropriate and effective intrinsic and extrinsic incentives.and extrinsic incentives.

2828

PD 9: Managing the Therapy PD 9: Managing the Therapy SettingSetting

The speech-language therapist establishes, The speech-language therapist establishes, communicates, and enforces appropriate rules communicates, and enforces appropriate rules for student behavior and procedures for for student behavior and procedures for managing noninstructional routines.managing noninstructional routines.

2929


Establishes and clearly communicates Establishes and clearly communicates appropriate rules for behavior.appropriate rules for behavior.Applies behavior rules fairly and consistently.Applies behavior rules fairly and consistently.Uses effective methods to prevent and/or Uses effective methods to prevent and/or manage discipline problems.manage discipline problems.Manages transitions efficiently.Manages transitions efficiently.Follows efficient routines for completing Follows efficient routines for completing essential tasks.essential tasks.

3030

PD 10: Fulfilling Professional PD 10: Fulfilling Professional ResponsibilitiesResponsibilities

The speech-language therapist consistently The speech-language therapist consistently demonstrates ethically based professional demonstrates ethically based professional behavior and participates in continuous behavior and participates in continuous professional development.professional development.

3131


Maintains positive professional Maintains positive professional relationships.relationships.Adheres to ethical standards.Adheres to ethical standards.Balances “other assigned duties” with Balances “other assigned duties” with professional responsibilities.professional responsibilities.Demonstrates positive work habits (self-Demonstrates positive work habits (self-management; quality of work).management; quality of work).

3232


Contributes to the well-being of students, Contributes to the well-being of students, the benefit of the overall school the benefit of the overall school community, and the advancement of the community, and the advancement of the profession.profession.Identifies own professional strengths and Identifies own professional strengths and weaknesses.weaknesses.Displays professional insight and vision.Displays professional insight and vision.Sets purposeful professional goals.Sets purposeful professional goals.

3333

Year 1Year 1Teaching CertificateTeaching Certificate

““License” issued by the License” issued by the State Department of State Department of Education.Education.

Initial CertificateInitial Certificate

ContractContractEmployment agreement Employment agreement issued by the local school issued by the local school district.district.

InductionInduction One year; nonrenewable.One year; nonrenewable.Provisions of the Provisions of the Employment and Dismissal Employment and Dismissal Act do Act do notnot apply.) apply.)

ADEPT ProcessADEPT Process InductionInduction

3434

InductionInduction

3535

INDUCTIONINDUCTION(Successful Transition)(Successful Transition)

ASSISTANCEASSISTANCE(Transitional Support)

DEVELOPMENT(Skill Acquisition/Refinement)

EVALUATION(Formative Feedback)

3636

InductionInduction

Comprehensive orientation Comprehensive orientation

Trained assistance team (building Trained assistance team (building administrator and SLT mentor)administrator and SLT mentor)

Regular opportunities to observe and Regular opportunities to observe and consult with experienced SLTsconsult with experienced SLTs

3737

InductionInduction

Regular opportunities to receive feedback Regular opportunities to receive feedback from and to consult with assistance team from and to consult with assistance team members.members.

Regular opportunities to meet with other Regular opportunities to meet with other new professional staff members.new professional staff members.

3838

Year 2 (+)Year 2 (+)Teaching CertificateTeaching Certificate


Initial CertificateInitial Certificate


Annual Annual Up to four years.Up to four years.

Provisions of the Provisions of the Employment and Dismissal Employment and Dismissal Act do Act do notnot apply; teacher may apply; teacher may request informal hearings. request informal hearings.

ADEPT ProcessADEPT Process Formal EvaluationFormal Evaluation

OROR

Diagnostic AssistanceDiagnostic Assistance

3939

Formal EvaluationFormal Evaluation

4040

FORMAL EVALUATIONFORMAL EVALUATION(Quality Assurance)(Quality Assurance)

“PACT” for SLTs“PACT” for SLTs

EVALUATIONEVALUATION(Summative)

ASSISTANCE(Remedial support)

DEVELOPMENT(Remediation of deficiencies)

4141

Formal Evaluation MaterialsFormal Evaluation Materials

Available online at Available online at http://www.scteachers.orghttp://www.scteachers.org

IncludeInclude– GuidelinesGuidelines– DocumentationDocumentation– Interview FormInterview Form– Reflection on Speech-Language Therapy SessionReflection on Speech-Language Therapy Session– Professional Performance DescriptionProfessional Performance Description– Professional Self-ReportProfessional Self-Report– Evaluation SummaryEvaluation Summary

4242

FORMAL EVALUATIONFORMAL EVALUATION

Must address the ten performance Must address the ten performance dimensions (PDs) for SLTs.dimensions (PDs) for SLTs.

Must provide clear, convincing evidence of Must provide clear, convincing evidence of typicaltypical performance relative to each PD. performance relative to each PD.

4343

Typical Typical PerformancePerformance

Rationale: Typical performance is the best overall Rationale: Typical performance is the best overall indicator of an SLT’s knowledge, skills, indicator of an SLT’s knowledge, skills, andand dispositions. Judgments about typical dispositions. Judgments about typical performance must be based on evidence performance must be based on evidence obtained from obtained from multiple evaluators,multiple evaluators,multiple sources,multiple sources,multiple samples over time, andmultiple samples over time, andunannounced, as opposed to “showcase,” unannounced, as opposed to “showcase,” samples.samples.

4444

Evaluation TeamsEvaluation Teams

Each evaluation team must include a Each evaluation team must include a minimum of two members.minimum of two members.

All evaluation team members must be All evaluation team members must be certified ADEPT evaluators.certified ADEPT evaluators.

All evaluation team members must have All evaluation team members must have successfully completed training in the successfully completed training in the ADEPT for Speech-Language Therapists ADEPT for Speech-Language Therapists evaluation process.evaluation process.

4545

Evaluation TeamsEvaluation Teams

At least one member of the evaluation At least one member of the evaluation team must be a certified speech-language team must be a certified speech-language therapist.therapist.

At least one member of the evaluation At least one member of the evaluation team must be qualified to serve as a team must be qualified to serve as a district- or school-level supervisor for district- or school-level supervisor for speech-language therapists.speech-language therapists.

4646

Expert EvaluatorExpert Evaluator

ExpertExpert – someone who, through education – someone who, through education or experience, has gained knowledge of a or experience, has gained knowledge of a particular subject so that he or she could particular subject so that he or she could form an opinion that one without that form an opinion that one without that knowledge could not. knowledge could not.

4747

OrientationOrientation

Each speech-language therapist who is Each speech-language therapist who is scheduled for formal evaluation must receive a scheduled for formal evaluation must receive a comprehensive orientation prior to the initiation comprehensive orientation prior to the initiation of the evaluation process. The orientation must of the evaluation process. The orientation must include, but need not be limited to, written and include, but need not be limited to, written and oral explanations oforal explanations of– the performance dimensions,the performance dimensions,– the evaluation process,the evaluation process,– the criteria for successfully completing the evaluation, the criteria for successfully completing the evaluation,

andand– the intended use of the evaluation results.the intended use of the evaluation results.

4848


At-A-GlanceAt-A-Glance

4949

Formal Evaluation ProcessFormal Evaluation Process

SLTSLTEvaluator 1Evaluator 1

(SLT)(SLT)Evaluator 2Evaluator 2(Supervisor)(Supervisor)

AdministratorAdministrator

Complete the Complete the LRP LRP

(PD 1)(PD 1)

Review the Review the LRP; LRP; complete the complete the documenta-documenta-

tion (PD 1) tion (PD 1)

Review the Review the LRP; LRP; complete the complete the documenta-documenta-


5050





Make records Make records available for available for reviewreview

Review Review randomly randomly selected selected records; records; complete the complete the documenta-documenta-


Review Review randomly randomly selected selected records; records; complete the complete the documenta-documenta-

tion (PD 2)tion (PD 2)

5151





Conduct IEP Conduct IEP meetings; meetings; participate in participate in interviews interviews (PDs 3 & 4)(PDs 3 & 4)

Attend an Attend an IEP meeting; IEP meeting; conduct a conduct a follow-up follow-up interview with interview with the SLT; the SLT; complete the complete the documenta-documenta-

tion (PDs 3 & tion (PDs 3 & 4) 4)

Attend an Attend an IEP meeting; IEP meeting; conduct a conduct a follow-up follow-up interview with interview with the SLT; the SLT; complete the complete the documenta-documenta-

tion (PDs 3 & tion (PDs 3 & 4)4)

5252





Complete a Complete a written written “Reflection” “Reflection” following following each each observation observation (PD 7)(PD 7)

Conduct the Conduct the observationobservation

Conduct the Conduct the observationobservation

Review the Review the “Reflection”“Reflection”

Review the Review the “Reflection”“Reflection”

Complete the Complete the documenta-documenta-

tion (PDs 5, tion (PDs 5, 6, 7, 8, & 9)6, 7, 8, & 9)

Complete the Complete the documenta-documenta-

tion (PDs 5, tion (PDs 5, 6, 7, 8, & 9)6, 7, 8, & 9)

5353





Complete the Complete the Professional Professional Self-Report Self-Report (PD 10)(PD 10)

Review the Review the Professional Professional Self-ReportSelf-Report

Review the Review the Professional Professional Self-ReportSelf-Report

Complete the Complete the Professional Professional Performance Performance Description Description (PD 10)(PD 10)

Review the Review the Professional Professional Performance Performance Description; Description; complete the complete the documenta-documenta-tion (PD 10)tion (PD 10)

Review the Review the Professional Professional Performance Performance Description; Description; complete the complete the documenta-documenta-tion (PD 10)tion (PD 10)

5454





Hold the consensus meeting; Hold the consensus meeting; complete the consensus complete the consensus documentation and the documentation and the Evaluation SummaryEvaluation Summary

5555





Participate in the evaluation conference to Participate in the evaluation conference to discuss the evaluation resultsdiscuss the evaluation results

5656

Evaluation JudgmentsEvaluation Judgments

Consensus-based for each PDConsensus-based for each PD

Issued twice during the yearIssued twice during the year– Preliminary judgment prior to Winter holiday Preliminary judgment prior to Winter holiday

break to provide feedback (i.e., a progress break to provide feedback (i.e., a progress report) to the speech-language therapist report) to the speech-language therapist

– Final judgment prior to April 15Final judgment prior to April 15

5757

Evaluation JudgmentsEvaluation Judgments

In order to meet the In order to meet the overalloverall competency competency standard, the speech-language therapist standard, the speech-language therapist must meet the standard on at least nine of must meet the standard on at least nine of the ten performance dimensions at the the ten performance dimensions at the time of the final evaluation.time of the final evaluation.

5858

EVALUATION CONFERENCESEVALUATION CONFERENCES

Conducted twice per year, following each Conducted twice per year, following each consensus meeting.consensus meeting.

Evaluation team meets with the speech-Evaluation team meets with the speech-language therapist to discusslanguage therapist to discuss– the SLT’s performance relative to each PD, the SLT’s performance relative to each PD,

andand– The overall evaluation judgment.The overall evaluation judgment.

5959

EVALUATION CONFERENCESEVALUATION CONFERENCES

The SLT must receive written copies ofThe SLT must receive written copies of– the consensus evidence documentation for the consensus evidence documentation for

each PD andeach PD and– the completed the completed Evaluation SummaryEvaluation Summary form. form.

If the SLT does not meet the overall If the SLT does not meet the overall standard at the time of the preliminary standard at the time of the preliminary evaluation conference, the evaluation evaluation conference, the evaluation team must provide an assistance plan.team must provide an assistance plan.

6060


6161


Provided Provided if neededif needed at the annual contract at the annual contract level.level.

One year only.One year only.

For SLTs who show potential but who are For SLTs who show potential but who are not ready for formal evaluation.not ready for formal evaluation.

May be provided either after the induction May be provided either after the induction year or after the first unsuccessful formal year or after the first unsuccessful formal evaluation. evaluation.

6262

Diagnostic AssistanceDiagnostic AssistanceInterim GuidelinesInterim Guidelines

Assistance team (mentor and supervisor).Assistance team (mentor and supervisor).Assistance plan, based on area(s) that Assistance plan, based on area(s) that need improvement.need improvement.Observations by and formative oral and Observations by and formative oral and written feedback from assistance team.written feedback from assistance team.Other types of assistance, as needed.Other types of assistance, as needed.Evaluation of the effectiveness of the Evaluation of the effectiveness of the diagnostic assistance.diagnostic assistance.

6363

All Requirements MetAll Requirements MetTeaching CertificateTeaching Certificate


Professional Professional CertificateCertificate


Continuing Continuing Full provisions of the Full provisions of the Employment and Dismissal Employment and Dismissal Act apply.Act apply.

ADEPT ProcessADEPT Process Informal Evaluation Informal Evaluation (GBE)(GBE)

OROR


6464

Informal EvaluationInformal Evaluation

Goals-Based EvaluationGoals-Based Evaluation

(GBE)(GBE)

6565

INFORMAL EVALUATION (GBE)INFORMAL EVALUATION (GBE)(Continuous Quality Improvement)(Continuous Quality Improvement)

DEVELOPMENTDEVELOPMENT(Skill advancement)

EVALUATION(Formative self-analysis)

ASSISTANCE(Contributions to others and to the profession)

6666

GBEGBE

For “successful” SLTs at the continuing For “successful” SLTs at the continuing contract levelcontract level

Goals must relate toGoals must relate to– the performance dimensions for SLTs andthe performance dimensions for SLTs and– the overall mission and strategic plan for the the overall mission and strategic plan for the

school and district.school and district.

6767

The GBE ProcessThe GBE Process

Identify the needIdentify the need

Articulate the goal (i.e., the Articulate the goal (i.e., the visionvision))

Develop the action planDevelop the action plan

Determine the requirementsDetermine the requirements– Professional developmentProfessional development– ResourcesResources

Identify the appropriate evidence for measuring Identify the appropriate evidence for measuring progress.progress.

Establish ways for determining “success.”Establish ways for determining “success.”

6868

Professional GrowthProfessional Growth

Action researchAction research

MentoringMentoring

Peer coachingPeer coaching

Self-Directed Professional GrowthSelf-Directed Professional Growth

Lead TherapistLead Therapist

Supervising TherapistSupervising Therapist

6969

For additional information, contactFor additional information, contact

Kathryn R. Meeks, Ph.D.Kathryn R. Meeks, Ph.D.

Office of Teacher Preparation, Support, and EvaluationOffice of Teacher Preparation, Support, and EvaluationDivision of Teacher QualityDivision of Teacher Quality

South Carolina Department of EducationSouth Carolina Department of Education3700 Forest Drive, Suite 5003700 Forest Drive, Suite 500

Columbia, South Carolina 29204Columbia, South Carolina 29204Telephone: (803) 734-4067Telephone: (803) 734-4067Facsimile: (803) 734-0872Facsimile: (803) 734-0872

E-Mail: [email protected]: [email protected]

1 ADEPT for Speech-Language Therapists. 2 ADEPT Web Site .

Documents

program documentation

contextspecific slide

speech language goals

career continuum slide

speechlanguage therapists

speech schedule

program eligibility

appropriate student