Logistics and Scheduling for Itinerants
LOGISTICS
AND
SCHEDULINGPresented by
Natalie Verta
MAKING CONNECTIONS
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Who to meet:
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School Principal
Secretaries
Guidance Counselor
Teachers
Nurse
IU Service Providers
Maintenance
THERAPY SPACE
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Meet with your school’s principal
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He/She will inform of classroom location
For itinerants who do not have a designated
classroom:
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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
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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
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• Homework folder
• Importance of assignments
 Include a copy of the media release form, which
allows permission to videotape.
CASELOAD
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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
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SERVICE DELIVERY MODELS
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Therapy can be accomplished in a variety
of ways:
Direct
 Classroom
 Consultation
 Monitor
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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
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CLASSROOM THERAPY
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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
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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
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GETTING STARTED
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In order to establish a schedule:
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Access the school’s student roster
• The secretary can provide this information
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Confer with teachers in order to develop a
mutually acceptable time to see students
• Face to face
• Response form
• Blank schedule
IMPORTANT
CONSIDERATIONS
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When scheduling block kindergarten
times as a priority
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Kindergarten is only a half day program
leaving little time in the day for core
instruction
Also consider students with IEPs as a
priority
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IEP states a specified amount time in the
learning support classroom.
TIME BLOCKS
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When generating your schedule consider:
30 minute lunch/day
 30 minute prep/day
 2.5 hours every Wednesday for evaluations
and paperwork
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U
Goal is to have 5 hours of therapy per day
INFORMING TEACHERS
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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
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Helpful to include with student therapy
schedule is a list of IEP goals
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This way the teacher is aware of what the
student is working on.
ABSENCES
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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
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BACK TO SCHOOL NIGHT
Typically occurs in September (specific
dates can be found on the district’s
calendar)
 Important to attend
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Provides an opportunity for parent contact
May want to visit classrooms particularly
I.U. classes
LET’S REVIEW
Principal
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Can direct you to
your classroom or
work area
LEA representative
Assist with possible
parent/teacher
conflict
Guidance Counselor
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Usually in charge of
forms for full special
education evaluations
Share insight on
particular students
May help in coteaching social skills
Secretary
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Access to class
roster and student
information
Communication link
Teachers
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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
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Access to medical
information
Completes hearing
and vision screening
Handle paperwork for
CAPD referrals
IU Service Providers
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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:
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Student roster
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Indicates student, grade,
and classroom
Acceptable times on
when to see students for
therapy
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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
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Kindergarten students
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Have such a short amount of time in school
Students with IEPs
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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)
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Time alottments
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Remember:
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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!
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There are plenty of
supports for help
All will be done in due
time
Take a deep
breath….you will be
fine
Any questions?