Include both direct and indirect services in your schedule.
#SLP TOOLKIT SCHEDULING HOW TO#
A handout from the course “ Educationally Relevant Speech-Language Services in Schools” is included below that depicts how to incorporate direct and indirect services in the allotted time.Įnjoy your download Enjoy your free copy of "Service Delivery Models."ģ. The course “ Balancing & Scheduling Speech-Language Workloads in Schools” includes samples from two students explaining how you can document all that you’ll do for them within the school year and the time allotted to each activity. Direct services in the classroom, small groups, and/or individual.When developing IEPs, include both direct and indirect services provided with and on behalf of the students within a continuum of service delivery models. Resources developed by ASHA and outlined in the MedBridge course “ Balancing & Scheduling Speech-Language Workloads in Schools” will be useful in helping you define those responsibilities and communicate them to others.Ģ. Your “workload” is much broader than that, encompassing the direct services provided to students as well as all the indirect services and administrative tasks associated with those services. You should use the term “caseload” when referring only to the students for whom you provide services. Begin to think, talk, and plan in terms of “workload” and not “caseload.” Advocating for Yourself and Your Role as an SLPįortunately, there are several steps you can take to clarify your role:ġ. This misunderstanding leads to negative impacts for SLPs, their students, families, and the school system in general. Exclusion of SLPs from building- or district-wide committees where their expertise would be valuable.Failure to include SLPs in discussions about students’ academic performance.
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