Let’s talk about practical techniques for reducing the SLP caseload by way of Strategic Eligibility Management – practical points.


First, make a master list of your 50 cases and study it.

We think of SLI children individually and clinically but using aggregate data reveals trends. Use a spread-sheet on your computer if possible. Columns can be labeled and sorted. Tally subtypes. Recode to create consistent groupings of interest.

Second, look for patterns.

Time in special education? How severe? Males? Transfers? Types of disorders? Minority children? Second language learners? Dual classifications? Missing types like TBI? Consults, collaborations and direct service? Look for patterns of misidentification, over-identification and under-identification.

Third, list the children who should be exited.

Some for sure will not exit. Think of why that is. Others will be possible exits. Think about how goals can be reached and closed out to justify dismissals. Other children will be clear cut cases, such as mild articulation problems.

Fourth, identify children whose placements are too restrictive.

Plan to reduce direct service time and increase consultation. Plan to move some children into groups. Where possible, seek collaboration with teachers and therapists. It will be wise to communicate your intention to exit children who require less direct service.

Fifth, try to anticipate new arrivals in the spring.

If you work in a middle school, for example, check with your SLP staff to see who is moving into your caseload. Ask which ones should be exited soon and add them to your list. Look to see how your colleagues handle dismissals and eligibility determinations.

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