E2: Exploring State Advocacy Trends in Speech-Language Pathology
[00:00:00] Announcer: Welcome to SLP Learning Series, a podcast series presented by SpeechTherapyPD. com. The SLP Learning Series explores various topics of speech language pathology. Each season dives deeper into a topic with a different host and guests who are leaders in the field. Some topics include stuttering, AAC, sports concussion, Teletherapy ethics and more.
[00:00:42] Each episode has an accompanying audio course on speech therapy pd.com and is available for 0.1 ASHA. CEUs now come along with us as we look closer into the many topics of speech language pathology.
[00:01:03] Jessica Hunnemeder: Welcome to the podcast miniseries advocacy for the whole SLP presented by speechtherapypd. com. Thanks for joining us for episode number two, exploring state advocacy trends in speech language pathology in 2024. This episode is offered for 0. 1 ASHA CEUs. We are your hosts. I'm Jess Hunnemeder
[00:01:30] I'm Dr. Stephanie Reed-Foti, 
[00:01:33] Jessica Hunnemeder: co owners of Speech Story Studios.
[00:01:37] So I guess we'll start with some disclosures and some introductions. Steph, I'll introduce you first. Does that sound okay? 
[00:01:46] Stephanie Reed-Foti: Sounds good to me. 
[00:01:47] Jessica Hunnemeder: Sweet. So Dr. Stephanie Reed-Foti is a New Jersey state licensed ASHA certified speech language pathologist with a decade of experience. She earned her Bachelor of Arts and Master of Arts.
[00:02:00] And doctorate in speech language pathology from Kean University. Stephanie has extensive experience with children across various settings, specializing in stuttering, language disorders, auditory processing disorders, pragmatic language disorders, and alternative augmentative communication. It sounds like you work in a school.
[00:02:22] Stephanie Reed-Foti: How did you know? 
[00:02:27] Jessica Hunnemeder: She provides training for parents and educational staff and has worked with children diagnosed with autism spectrum disorder, apraxia of speech, cerebral palsy, down syndrome, and other conditions. 
[00:02:39] Stephanie Reed-Foti: It's so nice when someone else talks about you. It's so much fun. 
[00:02:42] Jessica Hunnemeder: I know. 
[00:02:43] Stephanie Reed-Foti: All right. And now I'm going to talk about my other lovely cohost, miss Jessica Hunnemeder.
[00:02:48] She also holds her master's and undergraduate degree from Kean university. And she has a very diverse background in early intervention, school based services and subacute rehab. She currently focuses on evidence based therapy. through in person and teletherapy methods. So if you ever want information on teletherapy, she is your go to person.
[00:03:11] She is licensed in multiple states, including Pennsylvania, California, Florida, Alaska, Hawaii, and Wyoming. Jessica emphasizes cultural sensitivity in her practice and has presented on advocacy, teletherapy strategies, auditory processing disorders, and hearing screenings in college students. Outside of work.
[00:03:32] She loves to explore her current home base of Hawaii with her husband as travel content creators. So just hashtag go over to YouTube. You guys have a chance. And check out Wanderlust Studios, right? Is that that's your, is that that, that I got the title right. 
[00:03:48] Jessica Hunnemeder: Check Wander Lust Travel, 
[00:03:49] Stephanie Reed-Foti: Wander Lust Travel Studios.
[00:03:51] Jessica Hunnemeder: Oh, thanks. 
[00:03:52] Stephanie Reed-Foti: So say if you wanna check it out, I quickly we'll get into our financial and non financial and then we'll like to get him. We have an extra person here. We want to definitely dive in and share our extra co host today. So we'll quickly go through our financial and non financial. So quickly, my financial disclosure is I'm a co owner of speech studio studios.
[00:04:12] I did receive a speaker fee from speech therapy PD. And then for my non financial, I am an ASHA member and I'm also a New Jersey Speech Language Hearing Association member. I'll pass it to Jess. 
[00:04:25] Jessica Hunnemeder: Perfect. I am the owner of Pangea Speech Therapy, LLC. I'm also the co owner of Speech Stories Studios, and I received a speech, a speaker fee from SpeechTherapyPD.
[00:04:35] com non financial disclosure. I'm an ASHA member and Hawaii Speech Language Hearing Association member. 
[00:04:42] Stephanie Reed-Foti: And we're very excited. We have our 
[00:04:46] first. Extra guest speaker today and I'm very excited to introduce the lovely Dr. Cori Regan. So quick little fun story is I know Cori from when we both did our doctorates.
[00:04:59] And when Jess and I were talking about doing this podcast and we were talking about this episode, the first person popped in my mind is Cori. And I just remember she was such a great advocate and just way. I had such a great way of telling stories that really enticed me, and she's just such a great way of getting her point across, but still saying it, like, in such a way that I'm intrigued to understand.
[00:05:21] I want to know more. So I'm going to let you, Cori, if you'd like to just introduce yourself really quickly. I think the best way to introduce yourself and tell us all about yourself. 
[00:05:30] Cori Regan: All right. Excellent. Well, it's nice to be around a fellow Kean University. Graduates as well. Very nice. In New York, sometimes we don't get too many Kean University graduates.
[00:05:43] I am a current principal of a New York City public school a district 75 school. So if I have any any New Yorkers are listening we are a, it's five boroughs district 75 and we service students with special needs. So who better to be at the helm? Of a district 75 school than a speech language pathologist, because every, every student in my school has a speech language deficit.
[00:06:09] So, we work really hard to make sure that we meet that need so that they can be successful in school. But I also have my background is working with children with autism as a speech language pathologist and I am prompt certified. And, you know, so that was my area of expertise. I did a lot of early intervention before I came back to the deal.
[00:06:32] We and I had prompt certified also a B. C. B. A. So I'm a board certified behavior analyst. So I have a lot of experience working with children with autism at a certain point. I decided to come back to the public New York City public school system and work with children across all grades and advocate for students with special needs so that they can have equal access to everything in the school system.
[00:06:58] So definitely an advocate for speech therapy in schools. I think that sometimes our speech therapists are underutilized. So hopefully we'll talk about that a little bit. But that, that has been my background, has been doing, working with little ones and prompt therapy the principles of modal learning theory.
[00:07:19] And and, and now I, I just enjoy helping students. My school is pre K through 22 years old. So I get to see little ones grow up before my eyes and advocate and help them to develop those communication skills. 
[00:07:33] Jessica Hunnemeder: That's amazing. 
[00:07:34] Stephanie Reed-Foti: I love it. And I love that spectrum. Yeah. 
[00:07:38] Jessica Hunnemeder: Yeah. And just to like, for everyone who's listening later, Cori just finished a fifth grade dance.
[00:07:45] So she's still at school. Talk about, you know, dedicated education and you are six hours behind my time. So it's two o'clock Hawaii time for me. So for you, it's, it's eight o'clock. 
[00:07:59] Cori Regan: Yes, . Yeah, I did. I did have to make sure that the custodian was still going to be here so that they could not block me in the building, even though some nights I can definitely stay here through the evening for sure.
[00:08:12] Jessica Hunnemeder: I love that. And then the other thing too is you have a shirt that says literacy is a human right. And I just, oh my gosh. I'm obsessed. Obsessed, so thank you. We appreciate you . 
[00:08:23] Cori Regan: Mm-Hmm. . Absolutely. We that this is, right now, this is the instructional focus of my school is ensuring that every student has access to literacy and there's lots of great current research out right now just about, you don't have to be verbal and speaking to be able to learn how to read.
[00:08:40] You can be a non-speaking individual and still be able to read and be literate. It's a game changer. So we work really hard on ensuring that our students have that access. And of course, who plays such a big role in that in a school speech language pathologist. Stephanie might have to come work for me. I don't know what you're still doing in New Jersey.
[00:09:02] Stephanie Reed-Foti: I don't know. I know. I don't know. Well, that'll be a whole nother conversation. We can talk about it another day. So, Cori, first question I want to ask you is, so I was doing some little research just dabbling, of course, you know, now that we are such experts in research, and I read an interesting fact that, according to ASHA, from 2020 to 2023, New York was expected to see a 40 percent increase in the demand for SLP.
[00:09:33] Do you see that trend happening, that increase of that much need for support? With us going on right now, you see that 
[00:09:42] Cori Regan: definitely, definitely. I mean, even in in my school alone. I think we hired this year alone. We hired, I think, at least 6 more speech language pathologist at my school and it's a shortage.
[00:09:54] I think I think city wide. So we're, we're always looking for highly qualified speech pathologist to join in and work with us. And that's just in the school systems. You know, of course, we are birthed through, you know, we go all the way through adults. So I'm sure that that that prevails everywhere. 
[00:10:14] Stephanie Reed-Foti: Yeah, awesome.
[00:10:15] Yeah, I know. I definitely saw it in even my floor right now. We have four SLPs retired this year, and we're still looking for two more. So if there's any New Jersey people, let me know if you want to come work in New Jersey. But it's fun. We like it. 
[00:10:30] Cori Regan: And it's not, listen, you'd want to attract you want to attract the best people to this field because speech language pathologists, it just has so much to offer.
[00:10:39] Just speaking from the lens of a speech language pathologist in the school system, they have so much to offer to support our students and certainly in a school like mine, where we are, you know, it is, it is like, very comprehensive. We talk a lot about interprofessional practices and the role of each individual on our team and how they support a student to be successful.
[00:10:59] And every student requires all of that. Those supports so that they can be successful. If you have a child that is non speaking and you are working on phonological awareness or comprehension skills, we need that speech language pathologist to come in with their lens to provide those students that student resources so that they can be successful.
[00:11:20] So we want to attract the very best of the best into the school systems and. You know, to do that, I think definitely the, you know, we do have to look at the mandates and how they're set up to support, to support speech pathologists and to support new people coming into the field, because it can be overwhelming.
[00:11:40] Jessica Hunnemeder: Speaking of mandates, speaking of mandates, I mean, So for today, we're going to focus on like the state level part and how we can advocate for the state level. So like, if we're thinking, which is, this is pretty awesome. I don't know if this has been done before. So I'm currently sitting in Hawaii. Steph is currently sitting in New Jersey.
[00:12:03] You're currently sitting in New York. Like we are three people literally across the world, the world. And just thinking about like, State level mandates. I know that New York, what they require, especially for the DOE too, is totally different than what is required in Hawaii state, in Pennsylvania, in California, in New Jersey and all of these other places.
[00:12:27] It's totally different. Can you talk a little bit about some of the requirements like state level for SLPs in New York? Cause I know I was confused when I was looking at things. 
[00:12:39] Cori Regan: Sure, sure. And just to preface, I'm a principal right now, but before I came into this role, I was the director of speech services for New York City school system.
[00:12:48] So I was in, I was responsible for the speech therapists and districts 1 through 32. You know, because speech therapy is, you know, even when people ask me now what I do, well, I'm a principal, but I'm a speech language pathologist. First and foremost, my heart is just here in this school. So, that's why I made that change, but you do need, you need your master's degree to come and work in the New York City school system and New York City public schools.
[00:13:14] You do have to have your master's degree. Or the preference is to have your master's degree and then that's what they're seeking for the most highly qualified individuals. Once you do have your C's, you, you are entitled to get a stipend an extra stipend into your salary because they will be billing Medicaid for your services.
[00:13:33] To help fund those positions. So they do even get a stipend after they have their C's. So that's like a nice little extra monetary benefit. But you are responsible then for getting all of your, your hours every year and, and doing all of that at the state level. And then of course we do that for ASHA as well.
[00:13:54] Jessica Hunnemeder: Sure. 
[00:13:54] Stephanie Reed-Foti: Yeah, sure. Awesome. Now question of that little stipend there. I know like in. At least in New Jersey, we had to fight to get that stipend. Like, would you guys, was it automatically, has that been in place for a while since like the C's came around? Or did you, they had, or did you have to like advocate for that and get it?
[00:14:14] Cause I know for us, like that's where we're right now. Like we're trying to say we have our C's. Can we get extra support for like, or can we get a little stipend for it since, you know, you're billing. So I'm curious to see like you as the director versus I'm sure when SLPs kind of still come back and forth with you, like, you know, like on the director side, like, well, we have all these budget information, like, Right.
[00:14:36] Can't quite do that, but like, how do you kind of keep a balance of that? 
[00:14:39] Cori Regan: I think it's relatively newer in the, in the New York city public schools. I don't know because the years go by so fast, but it's not more recent than not once after an individual finishes their CF year, Then they do an application process.
[00:14:56] And once they do that, it's it's pretty automatic. The deal. We will I keep saying, do we they're actually calling New York City public schools. Now I have to change that. So, New York City, public schools, then we'll you know, like, go in and update the system and they actually, like, change how they are coded for hire and and.
[00:15:14] Put them under a different line with, and they will get that stipend every year to work in the New York City public schools. So they're not going to want to come to New Jersey or Hawaii because extra cash here in New York. So I want to share my email. I think at the end of this, 
[00:15:30] Jessica Hunnemeder: we'll give you a chance to kind of, you know, tell us where, where to find you.
[00:15:35] Cori Regan: Always looking, always looking for passionate people. And by the way, of course we know that. You know, no one knows everything like you mentioned, Stephanie, about doing a C. I mean, that is a skill that when you graduate and you start working, if that's something you're interested in, then that's something you take on and start learning more and more about because there's so many is such a diverse fields with so many different areas.
[00:16:00] You can really specialize in. So, you know, we, we just want people that are passionate and want to come in and work, but we do know that sometimes you get started and it's really overwhelming. The mandates are high, you know, caseloads and it's a mandate driven system. So you're working and where's the time to collaborate for that SLP?
[00:16:22] Where is the time for them to meet with teachers? And really we talk about interprofessional practices, but we're not really giving you the time to engage in those practices as a professional. So those things definitely, we would love to see improvement with. 
[00:16:35] Stephanie Reed-Foti: Yeah. So that ties in perfect to my next question for you.
[00:16:39] So of course we should always have more time for all those extra things of collaborating. Have you found like any strategies to help do that at like, as like a, as a previous director, as not even a principal, like how do you talk to your staff about that or just collaborate, like, or address it? To allow for collaboration or try to, you know, given that time, 
[00:17:04] Cori Regan: right?
[00:17:04] Stephanie Reed-Foti: And that's something we all struggle with. 
[00:17:05] Cori Regan: It's something that yeah, it's certainly at in my other position as a director of speech services. That was always a conversation. You know, I was much in favor of. Of piloting a program that went more on that work mode model where there was time built into schedules for providers for the SLP to meet with the team to meet with the OTs and PTs and the classroom teachers because there should be much more integration into the classroom, but it's hard to do that and be prepared.
[00:17:37] There's no prep time. You know, so New York City is a mandate driven school system. And oftentimes it will be those eight periods that a speech pathologist will be working with students. So, yeah, when do they find the time? I mean, unless they strategically place their preps. And their administrative professional periods for when the teacher might also be free.
[00:17:58] We do try to have our, our SLPs and, you know, even in my other position, we would make these recommendations to the speech supervisors, try to have the speech pathologists work with all the students in that particular class. In my school, it's easy. Everybody gets speech therapy so we can have somebody pick up the whole class of students, but in another school there might be one or two students in a class.
[00:18:20] And so that's hard. They have a lot of teachers that they're dealing with. So, you know, besides if there's, you know, Canceled sessions. We're going to encourage you to get in that classroom and to sit down, observe a lesson, see what the teacher's working on sharing information and Google drives. So, you know, the SLP should have access to the curriculum, you know, but of course, this requires time and that group.
[00:18:43] Sometimes leads to stress because we're busy and certainly the new SLP is also navigating caseloads and managing that. So, sometimes it leads to a quick burnout until you got to kind of work through it and whether the storm there a bit. 
[00:18:58] Jessica Hunnemeder: Yeah, great. That's great. Yeah, I think too. And stuff that I, we talked about this, we tapped into this.
[00:19:06] I don't know if it was last. Week or a couple weeks ago. But we were talking about how that burnout, but also like my therapy is completely different than it was 10 years ago because we know so much more. And I think the first maybe five or six years for me personally, like getting into this career, it was mostly me like understanding what the heck I was doing when it came to therapy, what to look for, becoming more.
[00:19:35] Attuned with like what to look for when I would pick up a case, but now it's like, okay, here's what we have. How do we make it better? And like, how do, like, who do I go to, to talk to, to make it better? So that like, you know, things start to run smooth, smoothly, right? Moving forward. So, the way that we were kind of thinking about this is like, national state, like the business owner or in schools or clinic owner, and then the individual, right?
[00:20:07] So that's kind of how like we were thinking. So I guess. In terms of, like, state level, how and who would you kind of talk to in order to get something moving? Like, I feel like now I feel more ready and willing to advocate and, like, go to the sessions, go to the state, you know, conference. Hearing association, or whatever it is who who can people go to at their state level?
[00:20:35] Like, who do you recommend that we go to? And I know that was like, a million questions at once. So feel free to ever answer whichever 1 works. 
[00:20:43] Cori Regan: Yeah, well, I want to say that it's definitely that saying, like, the more I know, the more I realize I, I don't know, and I need to learn. Yeah, I mean, I feel like as you go along on this journey, there's so many things that you learn.
[00:20:56] And of course, as things evolve and change, you know, like that's why that research is so important, you know, to keep up so that you are aware of, of evidence based, you know, therapeutic interventions that you're implementing with your students. Yeah, we have, I mean, we actually at one of my schools right now, I have a team that actually presented at at NISTLA.
[00:21:18] Last year on integration of speech therapy in the classroom. So the, there is something called the, the aims program in my school and, and the speech therapist is living in that classroom with the teacher and they're working together and the team, you know, wanted to share that information because it is important for people to see that.
[00:21:40] That into professional practices and and therapists working together, the O. T. The speech teacher in the classroom does help and does does benefit that student across the board because we're all learning from 1 another. So, certainly getting involved at that state level. I mean, that particular team really advocated for that went up and presented it.
[00:22:02] And made sure that what they were doing was seen by all, because these are important, important changes also in our mandates and the delivery of our mandates, but also to show that that collaboration is so important and that we do have to make time for it. You know, you know, so I think. Definitely getting involved at that state level and going to those workshops and perhaps even planning a workshop because that put them front and center and really kind of headlining what they were doing in the school system.
[00:22:32] I mean, no SLP's in schools. There's only 1 part, you know, you can, you can work in so many different areas, but certainly there are many, many people that graduate. And choose to go into the school systems, but we have to as speech language pathologists continue to advocate for changes in our profession, as we learn more and as we want to do more to help students.
[00:22:53] And we, there are so many students with disabilities and that have. Individual needs. And we do know that literacy is a right and that there is a significant role of that SLP to support students in the classroom. You know, so even in my own school with phonological awareness, we're bringing in that speech pathologist and saying, Hey, you, you guys are experts in this area.
[00:23:14] So how, where do you see yourself fitting in here? Like, where is your piece to this pie to help our students be successful? You know, so I think it's doing it at the school level, and then it's also making those state connections. And, you know, kudos to my team at my 844 site that did, they, they, they took what they are doing, and they made a workshop out of it to show others the best practice of, of this interprofessional practice within the same program in the New York City public schools, you know, so I think it's, it's constantly putting yourself out there and letting people see what you're doing.
[00:23:50] And that it's successful and showing the data, you know, you have to have the data to show that what you're doing does work. 
[00:23:57] Jessica Hunnemeder: I love that. 
[00:23:58] Stephanie Reed-Foti: When you initiated, did you help, was it you help support them get that? Or did they kind of, they came to you to propose this idea? 
[00:24:05] Cori Regan: Oh no, they came to me and they were like, okay, phase off because we're going, we're going up to Albany to present on the AIMS class and all the work we do together.
[00:24:15] And I was like, absolutely. You know, it is amazing what they're doing and and they presented, you know, even to others there. The aims program is in all the boroughs. It's in the New York City public schools. It is a program for children with ASD and you know, like, so they have even just presented to other SLP's and just on what they're doing in those classrooms and the importance of the integration of these services.
[00:24:41] Yeah, no, they. Took it upon themselves because and that and that's what you want. You have to be your own advocate and let people see the value of the SLP, you know, in schools, and in or whatever profession, you may have chosen to kind of, you know, Venture off into upon upon your graduation. 
[00:25:04] Stephanie Reed-Foti: I love it.
[00:25:05] Reach. Did they feel comfortable coming to you with that? Like it was, I know sometimes like I feel like I have this idea, but sometimes going to like that next step of like that supervisor, even like at the States, like a governor, like, Do you think there was something that they saw in you or like maybe something you presented that made them feel more comfortable?
[00:25:24] Or like, you know, I know I can easily talk to him. Like, I would love to, I love to chat with you. So I know I feel like we're very easy to talk to, but was there something that as, since they, you know, we have a different relationship versus your, you know, the people you work with, but was there something that they said or did, or you did that made them feel that, okay, I can take this next step with your support?
[00:25:43] Like, is there something like That's the next step. Yeah, 
[00:25:46] Cori Regan: I think everyone knows I love my related service providers, all of them. And that the team, the speech pathologist that's on that team she certainly we've known each other for a while now, even in different roles that I've had, we have worked as, as colleagues.
[00:26:02] So I think they were, they know. That I am a firm believer, you know, I don't believe in speech therapy down the hall, you know, in the closet somewhere. You know, I just think they are such a valuable player in this equation here. So I think that, yeah, they were, they were ready to go. And, you know, wanted to to share the joy of what they're doing, because the end of the day, we want our students to be successful.
[00:26:30] We want them to be communicators and we need to do this together. We can't do it by pulling students out of classrooms and, and, you know, taking them down the hall and doing something separate, you know, doing this together and helping our students across. You know, so it's social emotional development, communication, literacy, academics, they all intertwine.
[00:26:50] So, when we partner together and we do this work, it works. And so, no, I think they were excited, you know, and, and, you know, they all wanted to take off to go, but, you know, there's a lot of coverage, but it's certainly absolutely it's so well worth it. It's, you know, there should be more, more models like this, where we're integrating and working together.
[00:27:12] Stephanie Reed-Foti: Yeah, absolutely. 
[00:27:14] Jessica Hunnemeder: Can I, can we take a pause and like, yeah, talk about your journey because from SLP BCBA to principles, like, how cool is that what kind of precipitated that if you don't mind kind of explaining. 
[00:27:33] Cori Regan: Yeah, well, I've you know, I was like, oh, they're saying how many years they've been in SLP.
[00:27:37] I was thinking, how long has this been? It's been a really long time. I was actually a teacher first in the New York City at that time. It was probably called the Board of Education. I've been, you know, here for a while. So I was a teacher. Who then with a master's in special education, and I decided to go back for speech therapy and become a speech pathologist and ended up going to Kean University for my master's.
[00:28:05] And then I started working the school system and Passionate. Love it. I thought it was wonderful. I did leave the DOE for a while when I was having more babies. I have four children and did a lot of private work, working in early intervention. And that's where I really discovered my love of working with children with autism and advocating for them and helping them to be successful.
[00:28:28] But at that same time, I realized that there was such a behavioral component. And I know there's like a lot of controversy about BCBAs. But I'm also weird. I always say we're a diverse school community. You know, first a child has to have joy and happiness before anything else. So I liked the BCBA.
[00:28:46] I felt he was going to help me be a better SLP. So I did the coursework. I'm like a lifelong student. I just love going to school. Yeah. I, I, you know, I think I'm done now, but you never know. They you know, so then I decided to go get that again, just to help me be a better SLP. Not, not because I wanted to be a BCBA, but I wanted to be a better SLP.
[00:29:08] And I wanted to understand behaviors from a, from a little bit more of a deeper lens. So I spent many years out of the D. O. E. raising my Children and doing early intervention, some private work. So a lot of feeding autism and apraxia. So I really love motor learning theory. And learning about that, and that's part of the journey of an as well is we learn what we learn and we graduate, but we have to keep it going, you know, be strategic about those, those that you're getting and, and, you know, hone in on your skills.
[00:29:43] So that's what led me to become prompt certified and I very briefly taught prompt I was very briefly a prompt instructor, but I actually like do not like public speaking, so I didn't stick with that very long. But I do love, you know, like learning and figuring out what is the best. Kind of methodologies to help support students and at a certain point came back to the DOE and was working as a speech pathologist in the schools on Staten Island in District 31 and I had a wonderful supervisor and she would always speak to, I was very clinically minded because I've been out of the DOE and you know, Judy.
[00:30:27] Stephanie was my supervisor and Judy would say, like, you really have to get in with the curriculum. You know, you have to, you're a literacy expert too. So over time, I really started to focus on that. And I just saw such an impact, you know, we can make such an impact positive impact on a student in the classroom to help them be successful, such a critical role, the speech language pathologists in schools.
[00:30:52] So, I ended up becoming a speech supervisor, and, and I got my job in District 75, which was where I had worked for so many years working with children with autism so it was home to me to be. Now, again, I always feel like you're an advocate, and you're helping. You know, you're now helping SLPs to do even a better job to help students. And here I landed in this wonderful school, P37, and I loved it. And the principal at the time asked me to be her assistant principal. So I did, because I loved this school. And then along in the journey. You know, it was the this director position and I was like, Wow, you know, I love speech pathology.
[00:31:32] The director position. This is amazing. You know, I can impact speech services across the city. So I moved on into that field into that position and absolutely loved it. But my heart was here at P 37. I was just telling someone today that there was not a day that passed. I did not think of this school. The students.
[00:31:54] Oh, if I was principal, what I would do in that school and I heard the principal was retiring. And so I, I told my, my boss at that time, I'm going to put my name in, see where it goes. And here I am. So, and this is it now. That's it. I feel like I feel like I am home. My 4 children are raised. I have 540 children now that I that I am responsible for.
[00:32:20] And as as an SLP, I do feel very strongly like we talk about, you know, what are our basic tenants of our school language literacy and communication. So that's what we focus on here. And we have to be grounded in that work. And the SLP plays such an important role. So, I value that team, you know, like, I really value them and they lead so much because they help our non speaking students to have a voice and to show how just how smart they are, you know, and all the aspects.
[00:32:52] amazement they bring to our school community. So our SLPs and what a perfect month to be speaking about them because it's National Speech Caring Month. So, I appreciate them every day, but this month you know, certainly highlighting the wonderful work they do for us. 
[00:33:08] Jessica Hunnemeder: Oh my gosh, what a journey.
[00:33:09] That's amazing. 
[00:33:11] Cori Regan: Yeah. 
[00:33:12] Stephanie Reed-Foti: Oh, so I guess that ties into my next question I have for you. So. I'm sure even along your journey when you were like an SLP, I don't know about you Jess, but I feel like a lot of supervisors, they're not SLPs, across the board, whether it be, you know, even a principal, a director, what made you decide to do that, or what helped you to take that next step, or what would you pass along to people who are maybe thinking about it, but like, oh, I'm not sure if I'm ready, like, you know, I think of, especially in a school, you're surrounded by a lot more Educators and it's like, well, I have to be an educator to take that next step of being that supervisor or that director role.
[00:33:54] So what advice would you give to me? Like people who might be slightly interested or maybe like thinking about it, you know, 
[00:34:01] Cori Regan: getting, get involved, you know, get involved at the school level. And we love, I love when someone comes and tells me they're interested in leadership. Because there are so many pathways, you know, you could be at the school level.
[00:34:13] You could be more at a central level supporting policies, even within the public schools but get involved at the school level, volunteer for things, join, you know, school leadership teams where you are getting together. And making decisions for a team where we're in my school. We're just starting now.
[00:34:30] I just shared a survey with everyone and we're, we're starting to meet just to look at that survey results and talk about how we can make our school and even better place. So, get involved in all of those facets of your school community. If you are a school based SLP and you're thinking leadership and, you know, like, just start to learn about, like, how the running, like, what, how does a school run and the different facets of leadership.
[00:34:56] But I would encourage everyone to do it because it's, it's wonderful. It's because I feel in this role, like all those years of working as an SLP, now I'm advocating for 540 students to have their needs met and, and above, you know, I'm a really big supporter of students with disabilities having equal access to everything that any other student has.
[00:35:20] So, I'm doing it at the school level, but when we talk about policy changes, but how do we look at. You know, the services that are in place for students with disabilities, the location of their services and and just that equity of education of our education system for students with disabilities.
[00:35:38] Sometimes you do have to go to that state level and start having those conversations because things do, it would be beneficial if things change for the SLP to give them more time so that they can get more involved in the curriculum. And, you know, Even adding it right there, right into the curriculum map where show me the lens of that SLP in that curriculum map.
[00:36:02] Jessica Hunnemeder: So, in, in dealing with that. What's the reason for someone to go to, like, the state level to request for help, or do you have a story about, you know, going to the state level to request for something or to advocate for something? 
[00:36:19] Cori Regan: Well, in, in my previous role in the director role, we did, we were talking about a pilot like this whole caseload versus workload model you know, how do we start to shift it, you know, even when you look at ASHA and, you know, like they talk about, you know, workload versus caseload, what states are, what, what is New Jersey, by the way?
[00:36:40] Stephanie Reed-Foti: There's no caseload cap. 
[00:36:42] Cori Regan: Yeah. Okay. Yeah. You're probably, and how about Hawaii? Okay. 
[00:36:47] Jessica Hunnemeder: So I don't have a caseload in Hawaii, so I'm, I can't speak on that, but I think, and I, I do more contract work with, with other states through teletherapy. So we're, we're very, like, I don't allow anybody to. Give me too much.
[00:37:03] If that makes sense. 
[00:37:05] Cori Regan: Right. And truthfully, you pile too much on, you know, it's, it's going to impact the quality of, you know, the treatment if you load up groups and you don't give people time. So, like, you know, We was there was talk about a pilot of prop of looking at that workload model. Would it work?
[00:37:24] Would it help to decrease mandates because the provider would be more integrated into that classroom and have more time for that collaboration with families? Like we're talking a lot about schools and teachers, but hey, let's not forget the families, you know, like we have to have that carry over. So those conversations with families, bringing families in for trainings.
[00:37:45] Like just even one on one sitting down with those AEC devices. And how do we use the devices, you know, a lot of times we see the devices in place, but are they being effectively used? Does the family know how to use it? It takes explicit teaching, you know? So, there was talk of a pilot and we were, you know, we were looking at, we were even just looking at, you know, Asha.
[00:38:06] I, I always go to Asha as well for myself. I, I, it helps me when You know, I want to see what the evidence is and where things are leading. You know, certainly when working with children with autism or multiple disabilities, I want to see where is the research right now with literacy and students with disabilities or AAC.
[00:38:28] So I always lean into Asha and I think I learned that, Stephanie, even more so with the thousand articles that we had to read and break down and decipher. So, you know, like I, but it's important, you know, and you can't just ask your neighbor next to you. How do I do this? You have to go there and use that as a resource.
[00:38:48] So even. Even going into the you know, like the Asha and looking at the, the schools contingency there and what they're working on and, you know, following their chats and their conversations and putting information into it and starting to network with other people from other schools, you know, perhaps within your city and state, but even like us.
[00:39:10] All different, you know, like, how can we put our heads together to help to, you know, make those changes so that you do number one, get the best of the best that want to come into this field and you retain them. What is the retention of those SLPs? Because sometimes people. They start the work and they get really overwhelmed and they don't feel valued.
[00:39:31] And then if you don't feel valued, then you know you you sometimes end up saying this isn't for me and you end up leaving the school system. And that's a shame, because when you feel valued, you, you work harder, and you do more. You know, and our students deserve that and they deserve the best. So, I think it's not only at the state level, but I mean, I love perusing through ASHA and all of the supports that they have.
[00:39:59] Jessica Hunnemeder: Amazing. 
[00:40:00] Stephanie Reed-Foti: Now, is there any other, you like I know I go on ASHA, like I know now I love to like dabblings like, Oh, what's going on? But I also like to hit like I have New Jersey. Speech language, like, we've just dabbled into that a little bit. How is New York? Like, is there other resources you like to dabble in to gather your information when you're doing stuff?
[00:40:19] Cori Regan: They have, 
[00:40:20] No, like, they are great. They have great workshops and supports as well. And even the New York City public schools, like, they will partner with Nishla. In terms of offering workshops and encouraging you to attend the workshops. I mean, even actually, it was some of the supports when I was looking to go into a doctoral program, it was someone, you know, like another initial member who said to me, you know, Cain is starting a program.
[00:40:45] And, you know, I was like, I wasn't sure at that point, I was like, am I EDG or SLPD? And I was like, oh, well, Cain is my, you know, that's where I graduated from. I would love to go back. And, you know, like it was from those connections. So, you know, definitely like attending those workshops and networking and speaking to people.
[00:41:05] And even like I, you know, as I mentioned the team before, don't be afraid to take your knowledge and what you're doing and show what you're doing because that's a form of advocacy as well. So it's important. You know, even even just at the school level, if you are an SLP working in a school and you, you know, are going down the hallway and people are like, who is that?
[00:41:29] You know, don't get insulted, you know, make sure people know who you are, you know, besides just wearing the speech certs, tell them who you are and all you bring to the table and your expertise, because you know, they're the hidden gems of a school system. They have so much knowledge. In so many areas that impact a student, you know, to meet standards and to help them develop their literacy skills, you know, so you have to be your own self advocate, even just at your own school level, you know, so also offering to do a PD.
[00:41:58] So, if you're interested in leadership, maybe you're going to present at a meeting. You know, that's really impactful as well. You know, just even strategies to use in the home or how to use a device or maybe literacy tips when reading a book. It, it helps you to get over some of those maybe jitters of public speaking, which I always have.
[00:42:18] But it also, it also helps you to learn that advocacy skill. 
[00:42:23] Jessica Hunnemeder: I can't, I can't believe that you have trouble with pub public speaking. I can't.
[00:42:27] Stephanie Reed-Foti: I know . 
[00:42:29] Cori Regan: I know. No, seriously. 
[00:42:31] Jessica Hunnemeder: But I also feel, I also feel like a bobblehead too. So if you're listening to this later on, Steph and I are shaking our heads yes to everything you're saying.
[00:42:40] And we're just kind of like, yes, preach, say it. We agree. Yes, we agree. We agree with everything. Like it's just Mm-Hmm. . So, I mean, yeah, it's, it's perfect. It's perfect. Everything I was hoping for. 
[00:42:52] Yeah. And then, so just to kind of recap, and I think this is the overall theme of what we're trying to say is get involved.
[00:43:03] If you have questions. Get involved. Is that what you're 
[00:43:07] Cori Regan: if you have questions, get involved. But even more than that, get involved and let people know your value. Let people know what you bring to the table because because some people don't know. Some people don't really know what a speech language pathologist does, you know, or, you know, You know, let your voice be heard in that classroom, you know, in a very nice way because it is the teacher's classroom, but make sure they they see your value in that classroom.
[00:43:33] You know, you know, about phonological awareness and, you know, like, so how can you support that classroom teacher when they start to see that. Then everybody is going to forget about it. They're not going to want you out of the classroom. They're going to be dragging you into the room. You know, because When people realize how much that a speech language pathologist does bring to the table, you know, I mean, they're just there's such a critical piece in a in a school.
[00:44:01] So, yeah, let your voice be heard volunteer to do a P. D. You can do them virtually now or in person, but it's great always to do in person or even just meet with your parents one on one with their, with their child and go over some things to help kind of demystify devices or, or, you know, just because someone is non speaking doesn't mean they don't understand.
[00:44:21] And I think like that's a really big piece. And then we also go out in the community. So when you think about the community, you know, we have to make sure the community is aware of students with disabilities as well, that they are, they deserve an equal seat at this table here. 
[00:44:35] Jessica Hunnemeder: Agreed. Agreed. 
[00:44:37] Stephanie Reed-Foti: Now, I know with tying that all in, and have you said like now being the principal, have you feel like what was the biggest achievement you've had like working with like getting to like the next step of seeing like spreading the word about something or is there any like, I know you talk about the aims for which is, I feel like I'm sure that was like a baby I'm sure it seems like you're very proud of that achievement.
[00:44:58] Was there anything else you'd be like, That I want to take the next step of achieving or working towards and like, how do you, or how you want to get there? I don't know if you, if you're working on something, if you want to share it or not share it, you know, but just so anyone who wants to maybe start that next step or, you know, maybe spark an idea of somebody, 
[00:45:16] Cori Regan: you know, so I, I want to say that I didn't program was here.
[00:45:19] This is the department of education, the New York city public schools came up with that much needed for students with with autism. The programs in the, in the New York City, public schools are wonderful between aims and you know, the horizon and nest programs, lots of resources for students with autism.
[00:45:38] But for me, I have just us, just the significant core belief that every student deserves access to high quality, evidence based practices in school settings. And as I said, like, there's like, Perception that if you are non speaking that perhaps you're not ready to learn how to read. I don't believe that. I believe very strongly that every student deserves that access and and we have to figure out ways to get around those barriers so that that no matter what, that's that we are looking for those assets that every student has.
[00:46:16] And we're helping to highlight them and help them to flourish in a safe environment in a school while we're helping them to develop their communication skills, however, that is, whether they're speaking or using a device or symbols, whatever they're using to communicate, helping them to have their voice be heard and you know, be joyful individuals.
[00:46:38] So for me, it's really about advocating for my students at this point so that they have. That, you know, as, you know, the ability to have access to evidence based practices and literacy and communication and be, I guess, like, increase the knowledge of how we need we are in our diverse community. So we all have to learn how to live amongst one another and we're all, we're all a little different.
[00:47:07] So how do we work all together and respect one another for who we are? So, you know, bringing joy and helping my parents to feel that joy as well is really important to me. So those are my next steps right now. And to be that advocate for my students.
[00:47:24] Jessica Hunnemeder: I love that. I love that. 
[00:47:26] Stephanie Reed-Foti: I'm going to ask one other question.
[00:47:27] I know you talked about a pilot before when you were director of that workload versus Kitson. I know that's like, everyone's like, that's like a huge hot topic right now. Do you mind if I can ask you some more just like, so, What information, like, where did you gather your information for that? And of course, we tie back to that evidence.
[00:47:47] So I'm like, I'm sure when you want to present it, you have to have the facts of, you know, workload versus caseload. And I know, even in my district, we're slowly trying to advocate for that. I know, in my district, we finally got the three to one model, and that took five years of, like, binders of information.
[00:48:06] So can you share, like, some information of, like, Where you gather that from and building toward that or like how did you present it? To other directors or supervisors without it being like, for them to understand it. And like, it 
[00:48:20] Cori Regan: was a joint partnership of work with with the as well. So the, we were speaking about that the caseload versus workload model and just looking at mandates, right?
[00:48:32] You look at the mandates. They just keep climbing up. So why are they climbing up? What what are we doing that? We're not we're not able to decrease these mandates or or change mandates or move students to more inclusive settings. Why do the mandates seem to keep increasing as opposed to being able to move students to a more inclusivity, whether it be through their mandates?
[00:48:56] Classroom setting. So really looking at that mandate data and figuring out what we could do better. And then again, Astra to me is like an excellent resource looking at the research articles that they have and in the states where. The workload model is in place, and they are noticing that they are able to move students to more inclusive settings.
[00:49:18] Why? You know, because you're building in that time for assessments, collaboration, family trainings, which then helps the student to master goals, be more successful. And then you know, from there, you're able to move that student, which is our that's what our job is. To move out students to more inclusive, give them the skills so they could be successful.
[00:49:41] So looking at some of that data from Asha and it would present it. And you know what? It's not going to happen overnight. At first, it might uptick the number of SLP's that you need because they are doing less sessions, but then you should start to see a decent and mandates descending trend in those mandates because it will work because we all know that we're none of us could do this alone.
[00:50:03] We need. To work with that, you know, that interprofessional practice model of all of us working together to hone in on each and every single goal for that student. And once we do that, then perhaps, then we should start to see that decrease, which then, you know, should not have a student with so many mandates, but also decrease the need for those services for that student.
[00:50:25] So that's what we were doing. We were looking at the data. 
[00:50:28] Of 
[00:50:29] students, and then we were looking at the research and states that were doing it well. So you look at the states that are doing it well. And, you know, you see, maybe you want to replicate that. 
[00:50:39] Jessica Hunnemeder: Was there a state that, like, stuck out that you remember that was like, oh, yeah, this is the state that was doing it well.
[00:50:44] Do you remember? I don't remember. Okay. I don't remember. I'm looking and I just did, like, a really quick Google search and I found the 2022 state by state caseload guidance. So literally just Googled it and I looked up our states and Hawaii as of 2022. there's no minimum or maximum maximum in terms of caseload guidance and there's no link to guidance, but there is a contact that people can find for New York.
[00:51:17] The maximum is 65. And then they do have an area where you can go to the New York special education department and you can reach out to somebody there. And then New Jersey, you have no caseload limit. 
[00:51:29] Cori Regan: Bring it on, bring it on. 
[00:51:33] I know you can do it. 
[00:51:35] Stephanie Reed-Foti: When you say it, when you always think of, like. I love my supervisor, but I always hear in the back of his mind, he's like, the magic number is 5.
[00:51:43] I'm like, no, that I can't do it. 
[00:51:46] Jessica Hunnemeder: But like, at the same time...
[00:51:49] Cori Regan: five sounds great, but you, you know, if you're not making an impact, then why it's just going to be opening. You have to explicitly teach this is like, let's let us use our expertise to explicitly teach. So listen, we're always looking for more inclusivity, a decrease in mandates, but never at the expense of a student.
[00:52:09] It has to be meaningful because we want to make sure that the student is getting what they need in regard to those services. 
[00:52:17] Jessica Hunnemeder: And that's why more speech therapists should become principals. 
[00:52:22] Cori Regan: Or come work at P37 
[00:52:24] Jessica Hunnemeder: I don't know. I mean, there was also I remember this story, and I wonder if people remember this too, and I'm going to butcher it, but there was I think it was a New Mexico, there was a speech therapist in New Mexico, and she was upset about something that was happening at the state level. And she was like, you know, what, I'm just going to run.
[00:52:49] So, she ran for Senate or whatever, and she won and now she's. I believe she's doing something there. I wish I had more information about this story, but she really just kind of took it and ran with it for her state because she was upset about something. So, and Steph knows me too. When I get upset about something, I'm very vocal about it.
[00:53:12] That's just who I am as a person. Steph is kind of more like, okay, let me watch and see what's happening. Yeah. But I feel like, I feel like Again, the overwhelming arch of this is To get involved and to like, go to the state association, go and talk with people. You have to mingle. You have to, to put yourself kind of out there.
[00:53:36] And like, I am definitely somebody who is an introverted extrovert. Like, I love to be around people, but then I really need to get into a little ball and just kind of get over it. Right? So I think kind of getting out over that and like, getting yourself out there and going to those state associations. And then advocating, especially if you have something that you're super passionate about, like, you are definitely passionate about your students.
[00:54:02] Like, you care. You can tell. I mean, everyone listening can tell how much you care. Right? Because you care so much that will translate into your advocacy work and how you move forward, right? So anyways, just kind of putting that story, 
[00:54:18] Stephanie Reed-Foti: tie it all together. 
[00:54:19] Cori Regan: Our passion drives our purpose, right? I mean, it is.
[00:54:23] You know, the, this is my passion and I do have this core belief and now in this role, I'm able to, I am able to make that happen at my school level, step by step, you know, and, you know, just have this wonderful team that believes in my students. And you know, once you have that, then you're just going to keep going and making changes that are meaningful, which are much needed.
[00:54:49] They're much needed changes for students with disabilities. Like we have a long, we've come a long way certainly, but we have a long way to go. So yeah, if you're a speech language pathologist and, and this, you know, like this is your thing, then for sure get, you know, get that, you know, in New York, we have to get school leadership certificate, you know, school building leader.
[00:55:11] So you, you have to get that degree, but, but get that and then you figure out that channel of how you want to advocate at this level, but bring in Asha, bring in your, your state, whatever state that is and, you know, look at the research. And join those different, you know, like, those different committees to ensure that people hear you.
[00:55:32] And I also, you know, work closely with the local politicians. I, you know, come, come hurry. Come everyone. Come to P37 meet amazing students. See what they're capable of. You know, we are now going to be going down to the borough president's office to do their music on the patio. My students will be singing with students from other schools or playing instruments.
[00:55:53] I want everyone to see how amazing my students are. And that, you know, as I said, they deserve a seat at this table and you know, have access to it. Everybody else has access 
[00:56:05] Jessica Hunnemeder: I might cry. 
[00:56:07] It's beautiful. 
[00:56:10] It's like everything that you want to happen, right? Like, can you talk more about the, who is it, the senators you said that you got involved or state legislators?
[00:56:22] Cori Regan: We're always you know, we invite in our assemblyman, our borough president. We have a wonderful borough president and assemblyman on Staten Island. Our senator. So even even that as a school, I am a district 75 school, but we join all of the air. They have like writing contests and things like that.
[00:56:39] Matter of fact, the borough president had a writing contest readers are leaders and you were supposed to do these things. We took all his material. We adapted it at our school level. We said to him, we hope you don't mind, but we adapted your your work. So that our students can access it, right? Cause it's about access, you know, they might not be able to write that big essay or something, but when we provide this access for them, they can do it, so we have to look at that always, you know, it's not one size fits all.
[00:57:08] So we were like, we hope you don't mind, but we adapted everything that you sent us so that our students have that access and we, we joined all of these different things. And at one of the visits to the school, the borough president, Invited us down to come to the music on the patio. And so coming down there, I said, you know, one of my student is an excellent singer.
[00:57:29] And another school is going their band is going to be there. So I gave a call to the principal at other school and said, Hey, do you think your band could play while my student sings? Absolutely. So now, you know, and that's what we want, like the pairing of of the schools of students, you know, just kind of inclusion.
[00:57:50] Inclusion does matter, you know, and inclusion means much more than just sharing a building together. It's not just shared space, it's, you know, just this collective work together so that we're helping to educate everyone that nor like, we are a diverse population and everybody needs to respect 1 another work together, respect different voices.
[00:58:14] And how do we do that is by like, teaching and showing and modeling and. Being kind to one another. You know, so we're really excited about that. And so we love our, you know, like that, the fact that people do come here and want to help and want to support and want to learn more. You know, and that, that's great for us.
[00:58:34] Jessica Hunnemeder: Amazing. 
[00:58:35] I'm just going to shrink you and put you on my shoulder. I'm like, have you come with me? As I talk about advocacy, 
[00:58:41] Cori Regan: It sounds pretty good. 
[00:58:42] Stephanie Reed-Foti: Pretty Our hour, our time is coming to an end. Thank you so much, Cori. I hope everyone, I, good. 
[00:58:57] Jessica Hunnemeder: Wait, wait, wait. 
[00:58:58] Stephanie Reed-Foti: What else? Final thoughts. Final thoughts 
[00:59:01] Jessica Hunnemeder: from you, Cori, when it comes to state level advocacy, anything that you want to add in or like kind of close this out with, and then we'll ask you where we can find you.
[00:59:12] Stephanie Reed-Foti: So state level. 
[00:59:16] Cori Regan: Final thoughts is to be, to be your best advocate for what you do as a speech language pathologist. Go to those trainings that you're in your, that your state. Association is offering get involved, become a member, read their research that they're sharing join their chat groups, you know, all of the different media we can, we can get involved in so many ways now.
[00:59:42] Make sure people see the value that you bring so you can do that at every level But certainly at that state level you want to make sure and even at asha They have a wonderful if we're just thinking from the school. They have a wonderful you know section there of for supporting school services and it's wonderful to get involved with them And even just on their chats and and network with people from all over So make sure that people see your value and what you bring You To whatever you may be doing and make sure you're doing it with joy and love because that's the most important thing.
[01:00:18] Jessica Hunnemeder: Joy and love. I love that. I love that. And then Cori, where can people find you? What, how do we find you? 
[01:00:26] Cori Regan: All right. Well, I do, I have, I have my principal Instagram account and also I have you know, my email. I guess would be the two best ways. I mean, principal, my principal, my principal Instagram account, you get to see all my wonderful, my students and what we're doing at our school.
[01:00:43] It's principal underscore Regan 37 on Instagram and also my email. Is C Regan, C R E G A N at schools dot NYC dot gov. I'll take applications and resumes of everyone that wants to come and be warriors for our students with disabilities.
[01:01:08] Jessica Hunnemeder: Yes. Oh my gosh, Cori, this is my first time meeting you. So thank you for jumping on.
[01:01:15] Cori Regan: A pleasure. Told you. She told you she was the best. Don't get me, as I say, so people. Don't get me started. Don't get me started
[01:01:25] Jessica Hunnemeder: but that's what Steph said. She was like, let's get Cori on because Thank you. We'll get her started. Yeah. 
[01:01:32] Cori Regan: Yeah. Excellent. It was so nice to meet you and Stephanie, it was so great to see you again. Thank you so much for thinking of me. I'm honored. I'm really honored. 
[01:01:42] Stephanie Reed-Foti: Thank you. Thank you. We appreciate you.
[01:01:43] Jessica Hunnemeder: Thank you. Thank you for all the work you do. 
[01:01:45] Cori Regan: Thank you guys.
[01:01:46] Stephanie Reed-Foti: Keep it going. 
[01:01:47] Cori Regan: Yeah, I will. Believe me.
[01:01:51] Jessica Hunnemeder: everybody. Thank you, everybody. We'll see you next week. 
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