Month

Example

September

Meet with teachers to talk about their students on your caseload and their goals, objectives, modifications, assistive technology, and/or accommodations. Collect baseline data for the goals/objectives. Retrain everyone on how to program the AAC devices or check the hearing aides/FMs. Refresh the teachers and instructional assistants on the strategies or accommodations from last year.

October

Observe each student in the regular education classroom to get an idea of their functioning and the class routine. While you are in there, try to learn how you could support the goals and objectives in pullout using curriculum relevant activities or materials (e.g., language arts book, math story problems, circle time activities, book reports, etc.).

November

Model evidence-based strategies in the general education classroom or nonacademic setting (e.g., cafeteria, playground, etc.). Think about the LINCS strategy, graphic organizers, Pictography/Stickwriting, Shared story book reading, etc.

December

Observe the teacher, instructional assistant, cafeteria worker, or recess aide doing the strategy from October. Collect data.

January

Model another strategy or discuss the effectiveness of that strategy.

February

Observe each student in a specials class (e.g., library, art, music, physical education, and computer) to get an idea of their functioning, progress toward goals, the class routine, and learn the curriculum better.

March

Consult with the specials teachers (e.g., library, art, music, physical education, and computer) about using strategies and accommodations to promote speech sound transfer, direction following, and vocabulary learning. Contact the parents and share your successes with their child. Encourage them to try these strategies at home.

April

Observe each student in their special education class or tutoring session to get an idea of their functioning and the routine. Also take the opportunity to learn what you can do in your pullout sessions to support reading, math, writing, and behavior. You could even model a strategy or accommodation to these teachers.

May

Create a summer speech or language carryover packet for the parents. Collect data on the students progress in speech language services. Talk to the new SLP if the student is going to transfer to another building.