|
Expected
outcomes/goals
|
Methods or Steps
for Achieving Goals
|
Person(s) Responsible
|
Review Dates
|
Evaluation
(desired &
additional steps)
|
|
Obtain training
|
Look for workshops at Summit Co. ESC or OSSPEAC. Email
Chuck Carlin for PowerPoint to read.
Get on ASHA website and search for collaborative
consultation, consultation, and integrated classroom-based services articles
Review the literature and goals of flexible schedules and
integrated services.
|
SLP team and special education director
|
Fall, 08
|
Attend workshops. Copy articles and share with department.
Do an article sharing at the next SLP meeting.
Obtain a list of trainings for staff.
Copy PowerPoint from Chuck Carlin for SLPs
|
|
Address barriers to implementation
|
Brainstorm possible barriers with SLPs and special
education director
|
SLP team and director
|
2/3/09
|
List of barriers (e.g., dont call it your Off Week,
dont focus too much on the schedule and not enough on the benefit of
indirect services)
List of possible solutions (e.g., SLPs call the 4th
week the Indirect week, talk about the benefits of indirect services in the
teachers lounge, attend grade level meetings for 10 minutes, etc.)
|
|
Determine which buildings or classrooms could benefit from
or be the most receptive to this type of service delivery
|
Survey Teachers &
Administration.
Conduct a Needs Assessment.
Look at student data
|
SLP team and admin
|
4/2/2009
|
List of buildings, grade levels, and SLP names.
|
|
Determine 2 areas in the school curriculum where
integrated classroom-based services could be implemented using a Flexible
Schedule. Come up with strategies for each area
|
Review course of study,
curriculum, IEP
goals &
teaching materials
for the
target grade
level.
Determine which grade level indicators have strong speech/
language
expectations
|
SLPs and teacher volunteers. Consult with county SLP supervisor
|
4/20/09
|
List of curricular areas (e.g., vocabulary, comprehension,
phonemic awareness, social skills, following directions, etc.).
List of grade level indicators
Create a list of corresponding evidence-based strategies
that can be implemented outside of the pullout therapy room.
|
|
Develop and disseminate written materials that explain the
model to five key teachers and one administrator
|
Create a PowerPoint & present at the districts administrative team
meeting or meet one by one.
Provide Administration with
names of districts, buildings & contacts currently
using
this model.
Ask the administrators and teachers to start promoting the
shift to integrated services.
|
SLP team
|
4/20/09
|
Contact Chuck Carlin for list of names of Ohio school districts
using this model.
Create PowerPoint for administrative team meetings.
Attend meeting and present to administrators. Document
discussion and address any barriers that may be stated.
Articles printed and copied for administration
|
|
Pick a teacher volunteer(s) with student(s) on caseload.
The student must be appropriate for indirect services.
|
Contact teacher(s) & set up
planning time
Put chocolate on his/her desk
Discuss your data and why the student is ready to receive
some indirect services
Review IEPs and progress with teachers.
|
SLP team and admin
|
4/30/09
|
Meet with teachers to discuss plans
Write down discussions and concerns and share with SLPs at
department meeting.
Create list of students who would be appropriate for
indirect services.
|
|
Obtain commitment from teacher volunteer(s)
|
Discuss & address fears &
barriers
Ensure that target students
IEPs allow for new service
delivery (may need an IEP meeting)
Solicit general expectations
and outcomes from teacher(s)
|
SLP team and principals
|
5/3/09
|
Finalize list of teachers and students.
Find out when is the best time to get into the classroom
to observe or model strategies.
|
|
Obtain parent permission to provide indirect services.
|
Send draft IEP home with progress report. Draft should
include data why the student is ready to start receiving indirect services.
Hold IEP meeting and talk about the students wonderful
progress.
Discuss need to include indirect services to support
carryover, generalization, and maintenance of skills
|
IEP team
|
5/8/09
|
Draft IEP (with information in the present levels that
talks about how the student needs to generalize the skills outside of the
therapy room. Could also include classroom-based goals/ objectives.)
Services section will need to tease out exactly how much
direct time and how much indirect time is needed per month to make progress
toward the goals/objectives.
|
|
Conduct Planning Meeting with teacher(s)
|
Schedule ongoing times during the 4th week to
meet and observe the student
Brainstorm ideas on things to create or adapt to support
the student in class or other nonacademic settings
Discuss what is feasible
Write plan down and seek
teachers approval of Plan
Put copy of plan in teacher and
administrators mailbox so people dont think you are
forgetting the students (or sitting in front of the computer all day)
|
|
Fall, 09
|
SLP schedule for indirect week
SLP To Do List
Creation of Indirect plan for that student/classroom
Copy of plan given to teacher and principal
|
|
Develop and obtain resource materials (assessment,
classroom text books, therapy materials, AT, overhead projector, etc.)
|
Survey district SLPs, teachers,
librarian, principal, etc.
Review product catalogs & Order
|
SLP and principal
|
Fall, 09
|
P.O. filled out
Materials obtained and added to inventory list
|
|
Conduct indirect activities as spelled on the students
IEP
|
Place new schedule on door & provide to administration
Document activities
|
SLP
|
09-10 school year
|
Schedule is posted on the SLPs door
Completed data sheets
|
|
Communicate progress to stakeholders
|
Write about progress in home/ school journal or progress
report
Write mini-memo to
Administration
Encourage teacher to share
progress with colleagues
|
|
Each quarter
|
Progress report or journal
|
