Service delivery/scheduling

[ledgerly]

With 26 years experience in public schools working all grades from preK-12th (not at the same time)I have tried many options. I have used inclusion services but when staff was cut it was more efficient for pull-out therapy. A big question is when should the student be scheduled in their day? In other words what are they missing to attend speech. In primary school teachers have a way of juggling what they do and making activities up. I am now working with 5th-8th graders and their is no down time, in MA we call it time on learning. Kids hate missing specials like art and music but they can't miss the same academic classes each week. What options do you use? How long are your sessions? What is your typical frequency weekly? I am not happy seeing students once weekly although many are scheduled for 1 x 50 min. I will appreciate any ideas.
Lauren

[AliCay]

I currently work at the JH here, our schedule is rotating: Periods 1-3 one day; Periods 4-6 the next, and alternating days. I do pull out only, unless they are in the basic life skills class. I cannot legally in WA pull from music or PE (unless I'm testing). So, I find which teachers will work with me the best, and pull the kids from those classes at different times. With the language kids, I often have them bring things from class that are difficult to give support and build the language/vocabulary skills directly related to that assignment. I only have 1 day a week so see these kids (only assigned there Fridays), so my IEP reflects usually 30-40 minute sessions 1 x week. I have found having formed bonds with the teachers is the most important thing, and being flexible. Each week may be a different class to allow for learning. It's a pain, but it works well.