1. COMPILED BY HANNAH FLETCHER, M.A., CFY-SLP MARCH 2010 Indirect Service Week

2. What is an indirect service week? A week of SLP services designated for activities other than direct intervention Three weeks of direct intervention on IEP One week of indirect services

3. Where did this come from? A part of the 3:1 service model Allows more collaboration with teachers, para educators and parents A response to changes in special education law from several years ago

4. What do SLPs do during the indirect week? Consultations with teachers, assistants, other specialists, parents and outside agencies Classroom observations Collaboration with teachers and staff Development of materials to be used with students Development of long-term intervention plans Student referrals and evaluations Development/review of IEPs, completion of dismissal paperwork, amendments/revisions to IEPs and evaluations Medicaid billing Special education/SLP department meetings Small group workshop/instruction Direct services as needed (i.e., make up sessions)

5. What about the interruption of services to students? Have the choice to continue direct services to some students as needed This week is included in students’ IEPs Indirect week benefits students (collaboration, preparation, research, etc.)

6. What are some benefits to students? Increases our availability to students, staff and parents in the schools. We are able to go into classrooms during academic times to view student progress. Collaboration with teachers and other specialists is possible, and having a chance to talk with teachers who know students in a global way gives us more information about our students. Improved relationships with staff and everyone in the schools. We are able to see if students are carrying over to the classroom what we are doing in small group therapy. Longer periods of time to do lessons in intensive support class. More time for special projects for students with unique needs. Improved ability to collaborate with parents and other professionals because of more open, flexible schedule. Increased parent contact and discussion of generalization of speech/language skills.

7. Benefits to students continued Increased awareness of typical performance at each grade level. Knowing what books students are using and pre- teaching/reinforcing vocabulary and concepts from books. Knowing student body as a whole better from increased time spent in classrooms. We can be a positive support for needy kids not on SLP caseload. Time for observations, collaboration, in-depth testing/conferencing. Can provide a specific day that SLP can do a task for a teacher. Flexibility. Keeps our heads above water with our larger than normal caseloads, compared with other districts. Testing and enrollment of new students is done more efficiently. Sufficient time to complete testing and paperwork without having to cancel students. Allows us to be compliant with laws and get necessary paperwork done in a timely manner.

8. When is the indirect service week? Varies each month 3 weeks direct, one week indirect pattern consistent Will be notified via e-mail the week prior

9. What about accountability? The Speech-Language Pathologists (SLPs) documented their use of time during indirect service weeks at the end of each trimester during one school year The following reports the number of SLPs completing potential activities Total responses: First Trimester 16, Second Trimester 15, Third Trimester: 15.

10. During the indirect week, SLPs did the following: Activity1 st Trimester2 nd Trimester3 rd Trimester Consultation with teachers161415 Consultation with EAs997 Consultation with parents121113 Consultation with other specialists1411 Consultation with outside agencies342 Developed treatment plans/materials 141311 Completed student evaluations161213 Continued direct intervention (a number average of how many students is noted) 15 (8) 13 (13) 14 (9) Provided make-up sessions7911 Completed required special education paperwork 161513 Completed Medicaid paperwork12109 Participated/facilitated special education meetings 131213 Participated in small group workshop/instruction 334 Observed in classrooms13118

11. Indirect Week Allowed SLPs to: SLPs noted that without this indirect service week, the following activities would not have been completed or attended to: (Bold number represents the number of clinicians that would have delayed the task or completed it outside the contracted day) Activity1 st Trimester2 nd Trimester3 rd Trimester SLP would not have completed the consultations 14 512 611 4 SLP would not have developed treatment plans/materials 5 97 7 6 SLP would not have completed student evaluations 2 9 2 8 5 10 SLP would not have provided make-up sessions 7 7 110 1 SLP would not have completed required special education paperwork 16 14 1 11 4 11 SLP would not have completed Medicaid paperwork 12 9 2 7 3 8 SLP would not have participated/facilitated special education meetings 13 3 1 4 4 4 SLP would not have participated in small group workshop/instruction 3 2 2 2 SLP would not have observed in classroom 11 1 10 1 7 2