SLP Caseload Management

Seen through search records the topic of how SLPs handle their school caseloads continues to be a significant topic. If there is one issue that binds us together, it is the high demands placed on us to take care of all the pupils who come to us.

Aggregate Data

We continue to argue that one must manage the total caseload and not only individual children as described on IEPs.  We individualize, yes, but to see the “big picture” one must use aggregate data breaking down the caseload into types of children served.  This is important to see patterns of special education admission and dismissal.  It is evident non-disabled minority children make up a part of almost all caseloads and should be dismissed. 

Girl Scouts Marching on Main Street.

Every case dismissed is one less to contribute to “burnout!” 

SLI Placement

We can APPLY our backgrounds in cultural variation and testing procedures to reduce the number of children we recommend for placement in special education.  This cuts down on our caseload size.  We are in control.

SLI Dismissal

We can APPLY our backgrounds in cultural variation and testing procedures to dismiss children from our caseloads who do not belong there.  This cuts down on our caseload size.  We are in control.

Collaboration

We can join and promote programs such as Response to Intervention to reduce the number of children placed in special education.  This cuts down on our caseload size.  We are in control.

End Result

We can review our caseloads and make sure only qualified children are in them.  We can keep our eye on the target:  Good case management leading to high school graduation and post-secondary success. 

We are in control.  We don’t need to wait for the state to hire more speech pathologists for our school.

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