3:1 Service Model
Changing the Way SLPs Make a
Difference…
ASHA’s View
 The
3:1 service model has been supported
by the American Speech Language and
Hearing Association since 2002 because
this service model aligns with the NCLB
(No Child Left Behind) legislation
 The
Osseo School District SLP’s have
been using this model since 2005
What it is NOT:
 An
“off” week
 A “paperwork” week
 An “assessment” week
 A week you do not see students
What it is:
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Flexible, block scheduling each month
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3:1
3 weeks direct, 1 week collaborative (indirect)
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3 ½: ½
3 weeks direct, 1 week ½ direct, ½ collaborative
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4:0
4 weeks direct, 0 weeks collaborative
YOU CHOOSE!!!
ALL SLPs use the same direct/collaborative week schedule
throughout the school year!!! (e.g. first week of every month)
Planner Pass
Why?

The 3:1 model is a more efficient way to
complete all the direct and indirect components
of a Speech/Language Pathologist’s job in a
timely/monthly way.
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In other words… students are still seen the
number of minutes stated on their IEP BUT there
is a designated monthly time for teachers,
parents, and the SLP to collaborate and improve
the student’s ability to carry-over skills.
Possible Collaborative Week
Activities
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Consult with teachers
Consult with ESPs
Consult with parents
Consult with other specialists
Consult with outside agencies
Develop materials for student use at home
Develop materials for student use in classroom
Complete student evaluations
Provide direct service to students
Complete due process paperwork
M.A. logging
Participate/facilitate special ed. meetings
Participate in small group workshop/instruction
Analyze student's data toward achievement of goals
It’s a Team Effort
What can you do to help the
students achieve???
PLC Reflections
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It’s the busiest week of the month
It’s our chance to see students in their learning
environments
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It’s a student’s chance to see us outside of the speech
room
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SLPs can give feedback/ideas to classroom teachers
SLPs can adjust speech/language programming to better meet
student needs & to align with curriculum
Helps them remember to carry-over skills
Allows for collaboration/consultation time with other
speech pathologists
 Allows time to develop home programs and track
progress at home
Is it Working???
Evidence of Success
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The SLPs using this service model for the past 3
years in our district feel that it is
TREMENDOUSLY successful.
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Improves quality of service for students
Quality collaboration happens between teachers,
parents, student, and SLP
Improves SLP morale
Many students achieve their goals more quickly
Intervention can be aligned with classroom curriculum
Teachers become actively involved in the carry-over
of speech/language skills
Behind the Scenes…
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Monthly PLC team meeting to discuss pros/cons
of the service model for the past 3 years
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Student success/struggles
Monthly problem solving
Shared PLC folder that contains 3:1
documentation forms and carry-over activities
 PLC has created a “master list” of student
materials for classroom and home use
“Collaborative week” is evolving into a
“collaborative mindset”
The freedom to get many things done actually
increases our service time with kids and makes
us more efficient.
PLC Members: Wendy Ames, Laura Ellos, Joyce
Johnson, Traci Ohlenkamp, Alice Olson, Carol
Root, Kelly Strombeck, Joan Waldschmidt, &
Dawn Walkley
Additional 3:1 Providers: Sue Dobratz, Sandy
Eide, Lisa Fanfulik, Beth Johnson, Denise Lowe,
Cindy Meester, & Pamela Tarasar