Busy. Let me say that again BUSY…I often joke with my husband saying “I work more than enough during 10 months of the year to make up for the 2 off in the summer.” In other words,
SLP = Stressed and Labored Professional.
Currently, the topic of caseload vs. workload has been hot in my state. So what it is? I’ve broken down the definitions below (gathered from speechpathology.com).
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Caseload
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Workload
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In general, the term caseload typically refers to the number of students with Individualized Education Programs (IEPs) or Individualized Family Service Plans (IFSPs) school SLPs serve through direct and/or indirect service delivery options.
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Workload refers to all activities required and performed by school-based SLPs. This includes paperwork, classroom lessons, meetings, professional development and students we see through intervention.
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For the past number of years, Ohio has taken a caseload approach. This means SLPs are allowed no more than 80 students having IEPs on their caseload. Recently, our state is starting to look at a workload approach. Why is this so important to our profession? Let’s take a peek inside two SLP loads and see if we can determine who has the more hefty workload.
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SLP #1
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SLP #2
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*Caseload of 80 students on IEPs
*85% of caseload is made up of students having articulation difficulties.
*50% of caseload is made up of students having difficulty with only 1 sound.
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*Caseload of 55 students on IEPs
*40% of caseload is made up of students having multiple disabilities and very low language abilities.
*Caseload of 15 students receiving speech/language intervention (not on IEPs)
*Programs 3 AAC devices weekly.
*Co-teaches with intervention specialist 3 times per week in classrooms.
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What do you think? Obviously, paperwork with either example will constitute a significant amount of time. However, even though SLP #1 has more students being seen on an IEP, SLP #2 has a more intensive workload.
So…the next question is: What does ASHA say about it?
ASHA’s Position Statement on Workload is this:
“The total workload activities required and performed by school-based speech-language pathologists (SLPs) must be taken into account to set caseload standards. A workload analysis approach to setting caseload standards is necessary to ensure that students receive the services they need, instead of the services SLPs have time to offer or services based on administrative convenience. The following principles underlie this position:
- Each student added to the caseload increases the time needed not only for direct and indirect services and evaluations, but also for mandated paperwork, multidisciplinary team conferences, parent and teacher contacts, and related responsibilities.
- Caseloads must be of a size to allow SLPs to provide appropriate and effective intervention, conduct evaluations, collaborate with teachers and parents, implement best practices in school speech-language pathology, carry out related activities, and complete necessary paperwork and compliance tasks within working hours.
ASHA goes on to say that it will not include a recommended maximum caseload number because the number would be arbitrary and would be inconsistent with a workload analysis approach to setting caseload standards. For more information, click HERE.
What does this mean for us? It is important for administrators and employers to understand the concept of “workload.” Let’s begin by educating those around us.
Here are some ways we can advocate for this issue:
- Contact your state organization and find out what the current policies for school-based SLPs are in terms of caseload vs. workload.
- Talk to your administrators, making sure they’re aware of how much “work” increases for each student. It’s not just the time spent with them; it’s paperwork, evaluations, observations, meetings, etc.
- During your yearly/bi-yearly evaluation with your administrator, create a binder that outlines everything you do in a day. Include copies of IEPs, evaluations, and progress reports.
So…what are your thoughts? Which model is your state currently operating under?
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1sparklleslp says
October 31, 2013 at 1:49 amGreat post! I am also an Ohio SLP so I am right there with you on advocating. Thanks for taking the time to post about this topic!
Maureen Wilson says
October 31, 2013 at 11:50 amThis comment has been removed by the author.
Felice Clark says
December 21, 2013 at 5:45 pmWhat happens when you are the SLP with 80 kids that have artic/language difficulties and a quarter of your caseload also includes mod-severe autism students (k/1) and (2/3) adding in the extra bonus of low economic status for 90% of my caseload. I think it is time to find a new job if my district doesn’t accept our SLP proposal of the 55 caseload cap. Thanks for this post. So discouraging that many school districts do not appreciate and value their SLP’s.
Melissa P says
August 29, 2019 at 12:33 amHow. Do. You. QUANTIFY. “Workload approach”?
No one has ever given me a satisfactory answer. As a school-based SLP, my most effective advocacy route is working through my union to negotiate my contract. Contract language needs to be objective and easily quantifiable.
I have seen fantastic contract language that specified district-wife average caseloads (individual caseloads were determined with workload in mind, by people who understood what that meant.) I’ve never, ever seen ANY contract language that used a “Workload approach.” what would that even look like?
Until it can be quantified in a contract, it’s not going to effectively address the needs of school-based SLPs. I would love to see some progress on that. Until I do, I’m sticking with the average-caseload-cap model. It has dropped average caseloads from the mid-60s to the mid-50s in my local region over the past 10 years. That’s a whole lot more concrete progress than the “workload approach” has created.
Cindy says
November 19, 2019 at 12:28 pmI’m at a school 3 days with a caseload of 38-40 and then a second school with a caseload of 19. In the second school there is another SLP. Never have time for other duties at school. If I want to get other things done I sacrifice seeing students
Adrienne says
December 12, 2019 at 7:16 pmI’m looking for the formula for calculating workload. I cannot seem to find it or figure it out. Do you have a formula to calculate the workload?
Nicole Allison says
January 2, 2020 at 9:18 pmHi Adrienne! Here’s the one I use in Ohio 🙂
http://www.osspeac.org/workload-calculator/