Overview of the Revised Speech and Language Rules 
Regional Speech/Language Rules Implementation Workshop
April/May 2010

Florida Department of Education
Bureau of Exceptional Education and Student Services

History of Speech/Language Rule Revision in Florida
•	3 year process to rule approval
•	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
•	Rules’ organization similar to previous rule for students with speech and language impairments
•	Rules’ 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.” 

Highlights of this presentation
•	Overview of Rule 6A-6.03012, F.A.C., regarding Speech Impairment (SI)
•	Overview of Rule 6A-6.030121, F.A.C., regarding Language Impairment (LI)
•	For prekindergarten students
•	For students in kindergarten through grade twelve

Rule 6A-6.03012, F.A.C. effective July 1, 2010
Exceptional Student Education Eligibility for Students with Speech Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Speech Services
(PK-12)

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.

a.	A speech sound disorder (SSD):
•	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.
•	A phonological disorder is an impairment in the system of phonemes and phoneme patterns within the context of spoken language. 
•	An articulation disorder is characterized by difficulty in the articulation of speech sounds that may be due to a motoric or structural problem. 
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.
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.

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.

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.

•	Information gathered from parent(s) or guardian(s) and teacher(s), and when appropriate, the student, regarding concerns and description of speech, fluency, or voice characteristics. Variety of possible methods: interviews, checklists, questionnaires
•	Documented & dated observation(s) of student’s speech characteristics in connected speech or conversation; Conducted by SLP; Observation(s) conducted prior to obtaining consent for evaluation may be used to meet this criterion. 

•	SSD: One or more standardized, norm-referenced instruments designed to measure speech sound production (determine type & severity; determine nature of errors (e.g., phonetic, phonemic).
•	Fluency: Assessment of speech behaviors in areas of: Motor aspects, Student’s attitude, Social impact, Educational impact; Speech sample (minimally 300-500 words): Determine frequency, duration, type of dysfluent speech behaviors, Smaller sample allowed when necessary.
•	Voice: Report of medical examination of laryngeal structure and function:  Conducted by a physician; Physician’s report to include description of status of vocal mechanism, any medical implications for therapeutic intervention.

Minimum Evaluation Components – SI
Evaluation Component	Disorder Type	
	Speech Sound Disorders (SSD)	Fluency	Voice	
Information gathered	 	 	 	
Observation(s)	 	 
(>2)	 	
Oral mechanism exam	 	 	 	
Other	>1 Standardized, NR measure for Artic/Phonology	Assess 4 areas;   Speech sample (300-500 words)	Medical report of laryngeal structure & function	

Criteria for Eligibility – SI

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.

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.

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.

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.

Eligibility Criteria (SI)
Eligibility Criterion	Disorder Type	
	SSD	Fluency	Voice	
Significance of impairment	 	 	 	
Adverse effect	 	 	 	
Not primarily due to other factors	 	 	 	
Other	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 	

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: http://www.fldoe.org/ese/tap-home.asp 

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.
d.	Speech-language associate.
•	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 speech-language 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. 
•	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:
•	The model, specifying the type and amount of direction including, but not limited to, direct observation, support, training, and instruction;
•	The rationale for using this model;
•	The manner in which the associate will be required to demonstrate competency;
•	The process for monitoring the quality of services;
•	The process for measuring student progress; and,
•	The manner in which the speech-language associate will meet the requirements of the annual district professional development plan for instructional personnel.

Rule 6A-6.030121, F.A.C. Effective July 1, 2010
Exceptional Student Education Eligibility for Students with Language Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Language Services
Prekindergarten Students (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 SBE Rule 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 & linguistic conventions guiding sound selection & sound combinations used to convey meaning
•	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
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.

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 review of existing social, psychological, and medical data with referral for a health screening when the need is indicated; and
•	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. 

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:

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)	Check	
Observation(s) of child’s language skills in typical learning environment, or in situation appropriate for PK child	Check	
Standardized, norm-referenced instrument(s) (or alternative measure as appropriate)	Check	

Eligibility Criteria: PK-LI
4.	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:
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

Eligibility Criteria – PK LI
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

Eligibility Criteria (PK-LI)
Eligibility Criterion	PK	
Significance of impairment	Check	
Info gathered and observation(s) show evidence of LI 	Check	
Results of standardized, norm-referenced instrument(s) significantly below mean 	Check	
Not primarily due to other factors	Check	

Rule 6A-6.030121, F.A.C. Effective July 1, 2010
Exceptional Student Education Eligibility for Students with Language Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists Providing Language Services
K-12

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 SBE Rule 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 & linguistic conventions that guide the sound selection & sound combinations used to convey meaning
•	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
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.

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 6A-6.0331(1), F.A.C., related to general education 	procedures for kindergarten through grade twelve students, must be met.

RtI and ESE Rules
	EBD	InD	LI	SLD	
PS/RtI Interventions	Yes	Yes	Yes	Yes	
RtI reflected in Eligibility Criteria	Yes	No	Yes	Yes	
Consideration of impact of other factors	Yes	Yes	Yes	Yes	

Procedures for Evaluation of Language (K-12)
6.b. To ensure that the decreased performance and/or functioning of the student suspected of having a language impairment is not due to lack of appropriate instruction, the minimum evaluation procedures must include all of the following: 
•	Review of data demonstrating provision of well-delivered scientific research-based instruction & interventions addressing identified areas of concern, delivered by qualified personnel in general or special education settings;
•	Data-based documentation of repeated measures of performance and/or functioning at reasonable intervals, communicated to parent/guardian in understandable format, reflecting the student’s response to intervention during instruction;
•	Information gathered from parent(s) or guardian(s) and teacher(s), and when appropriate, the student, re: concerns and description of language skills (e.g., interviews, checklists, questionnaires);
•	Documented & dated observation(s) of student’s language skills in one or more settings, conducted by SLP; Observation(s) conducted prior to obtaining consent for evaluation may be used to meet this criterion. 
•	Administration of one or more standardized, norm-referenced measures of language, administered & interpreted by SLP to determine nature & severity of language deficits. (alternative measures as appropriate)

Minimum Evaluation Components (LI)
	Grade Level	
	PK	K-12	
Information gathered	Yes 	Yes	
Observation(s)	Yes 	Yes	
Standardized, norm-referenced instrument(s)	Yes	Yes	
Other	N/A	Data review of interventions & student response	

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.
•	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
•	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

Eligibility Criteria (LI)
Eligibility Criterion	Grade Level	
	PK	K-12	
Significance of impairment	Check 	Check 	
Info gathered and observation(s) show evidence of LI 	Check 	Check	
Results of standardized, norm-referenced instrument(s) significantly below mean 	Check 	Check	
Not primarily due to other factors	Check	Check	
Other	N/A	Option for additional observation to document pragmatic language impairment	

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

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: http://www.fldoe.org/ese/tap-home.asp 

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.
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 speech-language 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. 

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.

Contact Information

Speech/Language Program Specialist:

E-mail:  Shannon.Hall-Mills@fldoe.org
Phone:  (850) 245-0478
BEESS Website:  http://www.fldoe.org/ese