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Why? A flexible schedule

Using Flexible Scheduling as a Tool for Optimum Service Delivery Anne Lohmeier, M.A. C.C.C. SLP Heartland AEA 11. Why? A flexible schedule. One of the most challenging parts of an SLP’s job is the process of scheduling.

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Why? A flexible schedule

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  1. Using Flexible Scheduling as a Tool for Optimum Service DeliveryAnne Lohmeier, M.A. C.C.C. SLPHeartland AEA 11

  2. Why? A flexible schedule • One of the most challenging parts of an SLP’s job is the process of scheduling. • Each of the students on an SLP’s caseload will be receiving service under different types of SDOs. Each student will have different minutes, settings, goals and teacher expectations. • Scheduling minutes per month allows us to schedule flexibly. • It is safe to say, that the SLP’s schedule will change monthly and sometimes weekly.

  3. What other things does an SLP need to think about when scheduling? • When does s/he find time to consult /collaborate with teachers to link instruction to the curriculum and grade level outcomes, modify curriculum, design intervention plans, and problem solve with teachers. • Time to complete teacher interviews, screenings and evaluations • Attending BAT meetings, annual reviews, staffings

  4. Time to Schedule Classroom Observations • Monitor student progress • Become familiar with curriculum expectations, classroom routines, and strategies • Take data on students performance on targeted IEP goals • Observe opportunities for students to practice targeted communication skills within the regular education classroom

  5. Time to follow up on BAT concerns • Attend the BAT meetings • Complete survey level procedures • Do classroom observations and teacher/ parent interviews • Problem Solve • Design the intervention or model the strategies targeted for teachers.

  6. What about the Paperwork? • Lesson Plans • Data Collection and charting • Writing I Plans, IEPs, reports • Mileage • Medicaid • Updates to performance objectives • And 101 other things ……………..

  7. Questions that will help me look objectively at my schedule and determine what needs to change and why?

  8. What should our Schedule Include??????? • Student Contact Time (Level 2,3, IEP, IFSP) • Face to face consultation/collaboration time • Classroom observation time • IEP/Annual Review/IFSP/ meetings • Parent Communications (notes, emails, conferences, phone calls) • Student Evaluation Time • AEA/LEA Meetings • Paperwork • SLP planning and preparation time • What else?????

  9. What should my flexible schedule look like? • Each SLP has a very unique caseload with very unique demands • Each schedule will look very different based on caseloads, # of buildings, and personal styles • How often should I flex? It depends on your current demands.

  10. Samples of flexible schedules • Weekly times scheduled to meet IEP minutes and time set aside sometime during the week for all those other assigned duties. (Ex. Friday afternoon) • 3:1, 5:1 etc. Three weeks of the month are scheduled traditionally. The 4th week is wide open. (See example) • Weekly times for IEP minutes as well as time blocked out each day for other assigned duties. • Weekly flex, using set schedule with changes made within the schedule when needed.

  11. Now that I’m Convinced… How do I do it?

  12. Notify Parents and Staff

  13. How do I schedule a flex week?

  14. What do I need to remember? • Week of: • Student contact time scheduled (Level 2, 3, and IEP/IFSP) • Consultation/Collaboration time scheduled (face to face) • Classroom observation time scheduled • IEP/IFSP meetings scheduled • Student evaluation time scheduled • AEA/LEA meetings scheduled • Paperwork time scheduled • SLP planning/preparation time scheduled • Parent/Teacher communication time scheduled (notes, emails, phone calls) • Other: (specify) • Comments:

  15. Flexible Scheduling Promotes • Facilitation of skill transfer • Collaboration with teachers • Direction in small group sessions • Allocation of time for assessments/paperwork • Observations of curriculum expectations • Reduction in stress level

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