Published in the June 2026 issue of the ISHA Voice.
By Karen Kockler, ASHA SEAL for IL and School Affairs Committee Member
A survey was distributed in March and April this year for all school-based speech language pathologists. There were 152 respondents who provided feedback on several issues, including perceptions related to the definitions of “plan time” and “direct and indirect” services. This article will address the responses related to plan time; Part 2 next month will address the responses related to direct and indirect services.
Here are the results of the responses to the question “Which of the following would you include as “plan time” activities: Check all that apply.” The choices given and the response rates were:
· evaluations. 49.3%
· preparing materials for therapy sessions. 97.4%
· collaborating with teachers for the purpose of determining activities for units of study. 78.3%
· differentiating lessons for individuals. 86.2%
· screenings, interviews, and/or observations of students. 57.9%
· determining activities and skills to target for each student and/or group of students. 95.4%
· IEP management (as case manager and/or as a related service provider). 80.3%
· Other: responses included reference to Medicaid billing, paperwork/progress report writing, collaborating/ communication with families, checking/responding to emails, attending meetings. 7%
The top three activities (highlighted in yellow above) for defining plan time were 1) preparing materials for therapy sessions (97.4%), 2) determining activities and skills to target for each student and/or group of students (95.4%), and 3) differentiating lessons for individuals (86.2%). The responses prompted an informal search for how state boards of education (i.e. IL, WI, IA, TX) and university educator preparation programs define plan time. It is not surprising that there are no “official” definitions of plan time; this is left to individual districts. However, what is clear and consistent is that the number one activity for plan time is “lesson planning and instructional design”…in other words, “preparing for teaching”. Many sites include in the description for plan time other activities such as reviewing curriculum standards, preparing instructional materials, and grading and providing feedback. Several districts included statements that reflect plan time as being free of direct student instruction and/or supervisory activities.
So, how do, or should, SLPs and assistants define plan time? Perhaps we could base our definition on activities that help us prepare for our direct services with the students on our caseloads. Plan time is free of direct student instruction—so, no direct services, no screenings or evaluations, no classroom observations, no student interviews. Classroom teachers have plan times free of direct student responsibilities, why shouldn’t SLPs and assistants? SLPs and assistants should use plan time for designing interventions (perhaps collaboratively with teachers), deciding what to do with their students, and gathering materials. Imagine how effective your therapy sessions would be if you spent time actually preparing for them! Granted, the contractually agreed upon plan time is never quite enough time to plan for our larger caseloads, but using plan time as it should be used will lead to more highly-effective interventions and services…leading to better student outcomes.
With consistency in practice, if we all used plan time for preparing for our direct sessions with students, perhaps administrators would begin to understand more of what we do and need when we advocate for workload analysis as the Illinois Administrative Code requires. Yes, this is only one small effort, but I believe that we need to demonstrate it in unison across the state. It is but a small step in the right direction…but, if we all take that step together…just imagine!