Transcript Indirect Service Week

Indirect Service Week
COMPILED BY HANNAH FLETCHER, M.A., CFY -SLP
MARCH 2010
What is an indirect service week?
 A week of SLP services designated for activities other
than direct intervention
 Three weeks of direct intervention on IEP
 One week of indirect services
Where did this come from?
 A part of the 3:1 service model
 Allows more collaboration with teachers, para
educators and parents
 A response to changes in special education law from
several years ago
What do SLPs do during the indirect week?
 Consultations with teachers, assistants, other specialists,
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parents and outside agencies
Classroom observations
Collaboration with teachers and staff
Development of materials to be used with students
Development of long-term intervention plans
Student referrals and evaluations
Development/review of IEPs, completion of dismissal
paperwork, amendments/revisions to IEPs and evaluations
Medicaid billing
Special education/SLP department meetings
Small group workshop/instruction
Direct services as needed (i.e., make up sessions)
What about the interruption of services to
students?
 Have the choice to continue direct services to some
students as needed
 This week is included in students’ IEPs
 Indirect week benefits students (collaboration,
preparation, research, etc.)
What are some benefits to students?
 Increases our availability to students, staff and parents in the
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schools. We are able to go into classrooms during academic times
to view student progress.
Collaboration with teachers and other specialists is possible, and
having a chance to talk with teachers who know students in a global
way gives us more information about our students.
Improved relationships with staff and everyone in the schools.
We are able to see if students are carrying over to the classroom
what we are doing in small group therapy.
Longer periods of time to do lessons in intensive support class.
More time for special projects for students with unique needs.
Improved ability to collaborate with parents and other professionals
because of more open, flexible schedule.
Increased parent contact and discussion of generalization of
speech/language skills.
Benefits to students continued
 Increased awareness of typical performance at each grade level.
 Knowing what books students are using and pre
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teaching/reinforcing vocabulary and concepts from books.
Knowing student body as a whole better from increased time spent in
classrooms.
We can be a positive support for needy kids not on SLP caseload.
Time for observations, collaboration, in-depth testing/conferencing.
Can provide a specific day that SLP can do a task for a teacher.
Flexibility.
Keeps our heads above water with our larger than normal caseloads,
compared with other districts.
Testing and enrollment of new students is done more efficiently.
Sufficient time to complete testing and paperwork without having to
cancel students.
Allows us to be compliant with laws and get necessary paperwork
done in a timely manner.
When is the indirect service week?
 Varies each month
 3 weeks direct, one week indirect pattern consistent
 Will be notified via e-mail the week prior
What about accountability?
 The Speech-Language Pathologists (SLPs) documented
their use of time during indirect service weeks at the
end of each trimester during one school year
 The following reports the number of SLPs completing
potential activities
 Total responses: First Trimester 16, Second
Trimester 15, Third Trimester: 15.
During the indirect week, SLPs did the following:
Activity
1st Trimester
2ndTrimester
3rdTrimester
Consultation with teachers
16
14
15
Consultation with EAs
9
9
7
Consultation with parents
12
11
13
Consultation with other specialists
14
11
11
Consultation with outside agencies
3
4
2
Developed treatment
plans/materials
14
13
11
Completed student evaluations
16
12
13
Continued direct intervention (a
number average of how many
students is noted)
15
(8)
13
(13)
14
(9)
Provided make-up sessions
7
9
11
Completed required special
education paperwork
16
15
13
Completed Medicaid paperwork
12
10
9
Participated/facilitated special
education meetings
13
12
13
Participated in small group
workshop/instruction
3
3
4
Observed in classrooms
13
11
8
Indirect Week Allowed SLPs to:
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SLPs noted that without this indirect service week, the following activities would not have been completed or attended
to: (Bold number represents the number of clinicians that would have delayed the task or completed it outside the
contracted day)
Activity
1st Trimester
2ndTrimester
3rdTrimester
SLP would not have completed the
consultations
14
5
12 6
11
SLP would not have developed
treatment plans/materials
5
9
7 7
7
SLP would not have completed
student evaluations
2
9
SLP would not have provided
make-up sessions
7
SLP would not have completed
required special education
paperwork
16
SLP would not have completed
Medicaid paperwork
4
6
2
8
7
1
14
1
11
4 11
12
9
2
7
3
8
SLP would not have
participated/facilitated special
education meetings
13
3
1
4
4
4
SLP would not have participated in
small group workshop/instruction
3
2
2
2
SLP would not have observed in
classroom
11
10 1
7
1
5 10
10
1
2