In the heart of rural Minnesota, Austin Public Schools has found an innovative solution to a common challenge facing many school districts today: the shortage of qualified speech-language pathologists. For the past two years, their partnership with Next Level Speech Therapy (NLST) has transformed how they deliver speech therapy services to their diverse student population.
Meeting the Needs of a Unique Community
Austin Public Schools serves approximately 5,000 students across a district that defies typical rural stereotypes. Despite its small-town setting, Austin boasts remarkable diversity:
- Students from various ethnic and linguistic backgrounds
- A wide socioeconomic spectrum, home to both Hormel Foods’ corporate headquarters (a Fortune 300 company) and its flagship meatpacking plant
- A community with evolving educational needs and expectations
When faced with retiring clinicians and a scarcity of in-person applicants for speech therapy positions, the district needed to adapt quickly. Initial attempts to work with virtual therapy agencies yielded inconsistent results—until they found Next Level Speech Therapy.
A Partnership that Exceeds Expectations
“Since contracting with NLST, we have been very pleased with the high-quality providers from all over the country that we have had the pleasure of working with!” says Sheri Wilrodt, who has served as Director of Special Education for 15 years.
The virtual speech services have integrated seamlessly into the district’s operations, often surpassing expectations. Key successes include:
- NLST clinicians becoming genuine members of the school community
- Active participation in department meetings and IEP teams
- Collaboration with colleagues across the district
- Building meaningful relationships comparable to those of in-person staff
From the Clinician’s Perspective
Jessica T., a Speech-Language Pathologist with Next Level Speech Therapy who works with Austin Public Schools, shares her experience:
“Working with Austin Public Schools has been incredibly rewarding. Despite being physically distant, I’ve never felt disconnected from the school community. The administration is very supportive and appreciative of our remote services, and we’re not treated differently than in-person therapists—which makes a tremendous difference in our ability to serve students effectively.
My caseload population consists of a diverse range of needs, including articulation/speech, receptive/expressive language disorders, fluency, social pragmatic/autism spectrum disorder, and some AAC for non-verbal students. This variety reflects the diverse student population we serve and allows me to utilize my full range of clinical skills.
Teletherapy has so many great benefits. ASHA has evidence stating it is just as effective—sometimes even more effective—than in-person therapy. Students are highly motivated by the engaging digital games and activities we can incorporate into sessions. There’s also a wonderful cultural exchange that happens; my students loved hearing about the Florida hurricanes this year, giving them a window into different parts of the country.
I really appreciate that the district provides ACTT weeks dedicated to indirect services and IEP paperwork. They also allow us to participate in professional development days, which helps me feel like a valued member of the educational team. This district is a perfect candidate for teletherapy due to their ongoing support and collaborative approach.”
Navigating Challenges with Creative Solutions
“Like any innovation, the transition to teletherapy was not without challenges. Jessica notes that some parents and teachers were initially hesitant:
“There have been a few parents that were opposed to teletherapy services at first. I have also had teachers who were resistant initially but have become more supportive over the past two school years as they have seen the results firsthand.
The biggest hurdle comes with students who have significant behavior concerns when working on a computer. In these cases, we adapt our approach—therapy looks more like teacher training and modeling to promote carryover for these students. This collaborative approach often ends up benefiting more students than just those on my caseload.”
The district successfully addressed these concerns through:
- Educational outreach about virtual therapy effectiveness
- Sharing ASHA’s endorsement of virtual therapy
- Implementing speech facilitators (paraprofessionals) at certain sites
- Adapting therapeutic approaches to fit individual student needs
Expanding Possibilities for Students
One particularly impactful aspect of the partnership has been the work on Augmentative and Alternative Communication (AAC) devices. NLST speech-language pathologists have:
- Embraced working with families on AAC device acquisition and usage
- Collaborated with district speech department members to navigate Minnesota’s systems for accessing necessary resources
- Opened “a new world of communication for many of our students!”
Keys to Success: The Human Element
What makes this virtual program successful? According to Wilrodt, it is all about attention to detail and human connections. Virtual clinicians need strong partnerships with:
- Clerical staff for document management
- Mentors to guide them through district/state paperwork processes
- Administrative staff
- Teachers in their assigned buildings
- Speech department colleagues
- Speech facilitators
“Taking the extra time to set up these relationships and connections up front will pay dividends as you roll into the school year!” Wilrodt advises.
Looking to the Future
As rural districts nationwide continue to face staffing challenges, the Austin Public Schools model demonstrates that virtual services do not have to mean compromised quality. By carefully selecting partners and thoughtfully integrating virtual providers into the school community, districts can maintain and even enhance service delivery.
The partnership between Austin Public Schools and Next Level Speech Therapy stands as a testament to educational innovation that works—bringing qualified professionals from across the country to serve students in rural Minnesota with excellence and dedication.
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