PowerPoint Presentation - LOGISTICS AND SCHEDULING
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Logistics and Scheduling for Itinerants
LOGISTICS
AND
SCHEDULINGPresented by
Natalie Verta
MAKING CONNECTIONS
Who to meet:
School Principal
Secretaries
Guidance Counselor
Teachers
Nurse
IU Service Providers
Maintenance
THERAPY SPACE
Meet with your school’s principal
He/She will inform of classroom location
For itinerants who do not have a designated
classroom:
Work to establish 2-3 different locations within the
school to provide therapy
By having a ‘back-up’ location, you can avoid
confusion/disruption if the space becomes occupied
at some point during the school year.
PARENT INFORMATION
Develop a welcome letter that can be sent
home over the first week of school.
Share background knowledge
When therapy sessions will begin
Tidbits on what to expect from therapy
• Homework folder
• Importance of assignments
Include a copy of the media release form, which
allows permission to videotape.
CASELOAD
Familiarize yourself with the school’s
therapy caseload
May want to note the student’s grade, IEP
goals/objectives, and service frequency
Knowing individual services will be helpful
when scheduling
SERVICE DELIVERY MODELS
Therapy can be accomplished in a variety
of ways:
Direct
Classroom
Consultation
Monitor
DIRECT THERAPY
Individual or group session
Occurs in an area designated for the
specified therapy (e.g. speech room)
Direct strategies and interventions are
provided associated with goals from the
IEP
CLASSROOM THERAPY
Provided in classroom or school environment,
such as cafeteria, playground etc.
therapist teaches/co-teaches with input from
other team members
Focus on goals from the IEP related to the
curriculum.
Team members collaborate, plan lessons,
share data, adjust instruction, and plan to
enhance future learning.
CONSULTATION
Periodic contact with students
Includes meetings with IEP team
members for a specified # of times/IEP
year
Assists the team in enhancing, supporting
and maintaining a student’s skills
MONITOR
Short observations of the student for a
specified number of times per IEP year
Obtain input from IEP team members
regarding student performance
This model of service delivery often
precedes dismissal
GETTING STARTED
In order to establish a schedule:
Access the school’s student roster
• The secretary can provide this information
Confer with teachers in order to develop a
mutually acceptable time to see students
• Face to face
• Response form
• Blank schedule
IMPORTANT
CONSIDERATIONS
When scheduling block kindergarten
times as a priority
Kindergarten is only a half day program
leaving little time in the day for core
instruction
Also consider students with IEPs as a
priority
IEP states a specified amount time in the
learning support classroom.
TIME BLOCKS
When generating your schedule consider:
30 minute lunch/day
30 minute prep/day
2.5 hours every Wednesday for evaluations
and paperwork
U
Goal is to have 5 hours of therapy per day
INFORMING TEACHERS
Many ways to share your schedule
Give each teacher a copy with his/her
students highlighted
Letter/Note that includes the students
receiving speech as well as the days & times
they will be coming
Helpful to include with student therapy
schedule is a list of IEP goals
This way the teacher is aware of what the
student is working on.
ABSENCES
If you know you are going to be out of the
building:
Inform teachers, principal, & secretaries
May want to include information on when
missed sessions will be made-up
BACK TO SCHOOL NIGHT
Typically occurs in September (specific
dates can be found on the district’s
calendar)
Important to attend
Provides an opportunity for parent contact
May want to visit classrooms particularly
I.U. classes
LET’S REVIEW
Principal
Can direct you to
your classroom or
work area
LEA representative
Assist with possible
parent/teacher
conflict
Guidance Counselor
Usually in charge of
forms for full special
education evaluations
Share insight on
particular students
May help in coteaching social skills
Secretary
Access to class
roster and student
information
Communication link
Teachers
In charge of delivering
core curriculum & will
inform you of acceptable
therapy times
Can help with
generalization of skills
May include therapist in
a co-teaching model
Nurse
Access to medical
information
Completes hearing
and vision screening
Handle paperwork for
CAPD referrals
IU Service Providers
Excellent support
system
Colaborate and share
ideas
Carryover of skills
What should you be sure
to have when setting up
your therapy schedule?
When scheduling you will need:
Student roster
Indicates student, grade,
and classroom
Acceptable times on
when to see students for
therapy
Talk with teacher
Fill in times on a blank
schedule
Complete a form/checklist
What are some important
things to remember when
developing your
schedule?
Who should have priority
Kindergarten students
Have such a short amount of time in school
Students with IEPs
Will have designated frequency of service in
other supports
• E.g. Learning Support
Once your schedule is
complete, who and how
should/could you share
this information?
Share with teachers,
secretaries and principal
Print copies of your schedule and
highlight students in a particular
classroom
Create a template that lists the student(s),
therapy day(s), and time(s)
Time alottments
Remember:
You have 30 minutes
for lunch/day
You have 30 minutes
for prep/day
2 hour block for
testing and report
writing
Don’t worry!
There are plenty of
supports for help
All will be done in due
time
Take a deep
breath….you will be
fine
Any questions?