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


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.


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


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


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.


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 ……………..


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


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?????


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.


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.


Now that I’m Convinced…

How do I do it?


Notify Parents and Staff


How do I schedule a flex week?


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:


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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