LOGISTICSANDSCHEDULING

Logistics and Scheduling for Itinerants

Presented byNatalie 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, whichallows 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

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 co-teaching 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?