2018-2019 NC Salaries Released for School-Based SLPs and Audiologists

by Beth Burns, M.S., CCC-SLP, Lead for Speech/Hearing Impaired Services, Chapel Hill-Carrboro City Schools

After quick votes and a veto from Governor Cooper, the 2018-2019 State Budget has been adopted and the state salary schedules have been posted to the DPI website.

The Summary of Appropriations document can be found here.

Frequently Asked Questions 

(based on information as of June 25, 2018)

Q:  The salary schedule looks like less than my total salary.  How is that possible?

A:  The state salary schedule is the state base rate of pay.  Individual LEA supplements vary. Get supplement amount from your LEA and add to the state salary schedule to calculate total salary

Q: Do I get paid on the Master’s or Advanced Salary?

A:  From around the early to mid 1990s until 2013-2014, graduates of programs in North Carolina automatically qualified for the “advanced” salary because masters’ degrees were 60 hours.  During the 2013-2014 school year, the General Assembly stopped paying new graduates for advanced degrees.  Therefore, our understanding is that if you were already paid under the “advanced” schedule, you will continue with that pay rate.  If you don’t already have “advanced” designation for pay, odds are low for receiving it now.

Q:  Does the $385 bonus apply to me if I have over 25 years of experience?

A:  The bonus only applies if you received no increase in the state base.  If you have 25 or more years of experience and received an increase, you do not qualify for the $385 bonus.

*Q/A will be updated as we continue to gather information


Are you Using “Myself” Correctly?

by Beth Burns, M.S., CCC-SLP

Misusing “myself” is a mistake people make by complicating their writing structure needlessly.  They think that using “myself” makes them sound smart.  Unfortunately, it is not smart; It is wrong.  Are people afraid to use “me?”

“Myself” is never used interchangeably with “I” or “me.”  Countless colleagues and friends have written something like, “Please feel free to contact Sylvia or myself.” In the preceding sentence, “me” is the correct word.

Another common mistake, “We (Donald and myself) arranged a meeting with the team.” In this sentence, “I” should have been chosen.

“Myself” is a reflexive pronoun.  Reflexive pronouns refer to the subject.  “Myself” should only be used when a sentence also contains a first person pronoun such as, “I,” “me,” or “my.”

Here are some examples of correct uses of “myself.”

I did this myself.

I don’t particularly like exercising by myself.

I kept all of the leftovers for myself.

Show readers how smart you really are by using “myself” correctly.


We’re on Break for the Summer

Thanks, everyone for a great school year!  2016-2017 is in the history books.  We’re going to rest, relax, travel, and develop some great new therapy ideas.  (We will also have some new team members in August!)  We’re not saying, “Goodbye,” to Wendy Lybrand and Marianne Boger; we’re saying, “Until next time!”  Tune in to some great articles about speech and language in September!

Until next time!

7 Problems with Standardized Speech-Language Tests

by Sarah Smith, M.S., CCC-SLP, Speech-Language Pathologist, Chapel Hill-Carrboro City Schools

We’ve all heard it, we all know it… standardized assessments don’t adequately represent all of our learners. For this reason, we are required by North Carolina regulations to include a variety of assessments when identifying a disorder. Federally we are required, through IDEA 2004, to provide an evaluation free of culturally and racial biases.

Still, we like the numbers.  A student scores a 90 on the OWLS-II and we breathe a sigh of relief, “nope, no disorder.” It’s concrete, efficient, and easy but it might be wrong.

The Quick and Dirty about Standardized Assessments:

  1. The syntax and morphology of children acquiring English as a second language will have the same characteristics of children with speech language impairments.
    • Current Research tells us that performance on vocabulary assessments such as the PPVT and EVT is heavily affected by socioeconomic status, regardless of race.
  2. Vocabulary Bias : Vocabulary is entirely based on prior exposure
  3. Cultural biases exist in testing procedures, linguistic structures, and vocabulary.
  4. Assumes prior knowledge and determines whether the learner has acquired that knowledge.
  5. Static- right or wrong, disordered or typical.
  6. The CELF-5 ages (5-7) relies heavily on assessment of morphological endings
  7. Using standardized assessments to identify disorders leads to a disproportionate number of minority and ELL students being placed in special education.  
Static Assessments make it easy to misdiagnose a language difference as a language disorder.

Check out this link for in-depth test reviews!

Standardized assessment scores used to diagnose a disorder are only appropriate when : 

  • The student’s cultural and linguistic background is adequately represented in the normative sample
  • The student is only exposed to Standard American English.
  • No modifications in protocol
  • Test meets federal and NC regulations


Welcome Back to School

by Beth Burns

The speech-language pathologists have returned to school rested and refreshed.  They are already helping kids access their curricula to maximize communication in their classes.  While we have a few SLPs on maternity leave and a new face to our group, we also have moved to balance staff with workload.  Please look for the speech-language pathologist(s) in your child’s school.

We are excited to bring articles this year to help teachers, parents, and other speech-language pathologists.  We will also share blog posts, tweets, and Facebook posts that might be of interest.

There might even be some free materials!