A second-grade student with a speech and language impairment (SLI) who receives pull-out services has weekly meetings with the SLP. The primary purpose of these meetings should be to:

A second-grade student with a speech and language impairment (SLI) who receives pull-out services has weekly meetings with the SLP. The primary purpose of these meetings should be to:

• A. Coordinate pull-out and classroom activities to help the student achieve individual goals
• B. Provide the SLP with information regarding the student's overall academic progress
• C. Determine how long the student should continue to receive pull-out services
• D. Provide the teacher with professional development regarding communication disorders

Answer: (A)

Coordinating therapy with classroom instruction to support the student’s specific goals is the main idea behind these weekly meetings. By meeting regularly, the speech-language pathologist and the teacher ensure that what happens during pull-out sessions connects directly to what the student does in class. They share the language targets, plan in-class supports, and choose activities that reinforce communication skills in everyday school tasks. This collaboration helps the student generalize new language skills—such as following directions, expanding vocabulary, or telling a story—across both settings, which is essential for making real progress toward the IEP goals. The weekly meetings aren’t primarily about reporting the student’s overall academic progress to the SLP, deciding how long pull-out services should continue, or providing professional development to teachers. Those aspects may occur as part of broader processes, but the central purpose of these meetings is to align therapy with classroom goals and ensure coherent, targeted support.

Coordinating therapy with classroom instruction to support the student’s specific goals is the main idea behind these weekly meetings. By meeting regularly, the speech-language pathologist and the teacher ensure that what happens during pull-out sessions connects directly to what the student does in class. They share the language targets, plan in-class supports, and choose activities that reinforce communication skills in everyday school tasks. This collaboration helps the student generalize new language skills—such as following directions, expanding vocabulary, or telling a story—across both settings, which is essential for making real progress toward the IEP goals.

The weekly meetings aren’t primarily about reporting the student’s overall academic progress to the SLP, deciding how long pull-out services should continue, or providing professional development to teachers. Those aspects may occur as part of broader processes, but the central purpose of these meetings is to align therapy with classroom goals and ensure coherent, targeted support.