Caseload to Workload: Frequently Asked Questions by School SLPs
By Janine Benner, MA, CCC-SLP, BCS-CL, ASDCS, and Abbie Keibler, MA, CCC-SLP
Following the course, Caseload to Workload: Practical Strategies for School-Based SLPs, clinicians will walk away with new information and resources, but may still have questions about advocacy, next steps, and how these ideas can work in their own settings.
In this follow-up, Janine and Abbie answer common questions from school-based SLPs and share practical insights, guidance, and resources to support your journey.
What does ASHA say about using a caseload model in school-based practice?
ASHA reiterates that caseload is only part of the picture. Therefore, this is insufficient when looking at the actual work SLPs face. You may know, ASHA does not recommend a specific caseload number, even though some states have caseload caps. This is because they argue that a fixed number does not account for the varying complexity of student needs or the time required for non-direct tasks.
When measuring workload, it is important to take into account all activities performed by the SLP, which include direct intervention, indirect services, compliance tasks, and school-wide activities (among other things!) ASHA prefers a workload model as it emphasizes the quality over services, not just the quantity of students. It improves compliance and IDEA/FAPE compliance. It seeks to improve student outcomes and increase job satisfaction and retention.
Why is data important when advocating for workload changes? And how do I use data when talking to administrators?
Data helps move from the subjective (a “feeling”) to the objective (hard data.) Administrators are often looking at numbers, budgets, and compliance. When they have data to demonstrate workload and how a higher workload impacts the ability to meet legal mandates (FAPE) and impact students' progress, they are more willing to consider workload over caseload.
When you are speaking to your administration about workload data, you may consider emphasizing the following information:
- The difference between the hours available in your contract day and the hours required to fulfill all IEP mandates (keep those indirect activities in mind here!)
- How much service delivery time you are missing due to additional tasks
- Be ready to propose how to use data to best measure workload and why this would benefit student outcomes
When collecting data for administration to propose a weighted caseload approach, is it more important to collect data on time spent or on intensity and complexity patterns?
Both are valuable, but if you have to prioritize, time spent is often the most "digestible" metric for administrators initially. It clearly shows that there aren't enough hours in the day to complete the work.
However, intensity and complexity patterns (weighting) are what make the argument sustainable. A "weighted" approach explains why 40 students with significant complex communication needs (requiring AAC programming and high-level consultation) require more time than 40 students with isolated articulation goals. Combining the two—showing that complexity leads to more time spent—is the gold standard for advocacy.
Personally, I also find weighted caseloads are much easier to measure when reports are run! Usually, all of this data (e.g. preschool age, AAC) can be pulled straight from your IEP system.
Why is it important to consider flexible scheduling in school-based speech services, and how can SLPs introduce this approach to parents and teams?
ASHA reminds us that school-based services should be individualized, not based on a single model, but instead guided by student needs, progress, and educational impact. Flexible approaches such as 3:1, receding, or burst/speedy speech allow services to adjust based on students' needs, including service type, minutes, and setting. The goal is to match the service model to the student, not the other way around. At the same time, it’s important to remember that flexible scheduling may not be the right fit for every student.
Flexible approaches can also support workload by enabling school-based SLPs to shift how they use their time. When services are aligned with eligibility, student progress, and current needs, it helps ensure time is focused where it’s most needed. Instead of constantly trying to fit services into a packed schedule or working outside of school hours, flexible models create space for planning, collaboration, meetings, documentation, and data review that truly support student progress and individualized services.
In reality, many school-based SLPs rely on familiar models and schedules, especially when high caseloads and busy schedules make those options feel more manageable. Some SLPs may also feel unsure where to start or may not be familiar with different service models. Starting small and building confidence over time can make this feel more manageable.
If you’re thinking about trying a different service model, start small:
- Look at one student or group and consider whether the current model still fits
- Think about progress and independence. Is there an opportunity to shift support, try a different setting, or change service minutes based on data?
- Try a small change (e.g., push-in, consult, or a mix of settings)
- Gather simple data and reflect on what you’re seeing
When talking with families and teams about service recommendations, keep it simple and focused on the student. Flexible approaches help students use their communication skills across the school day, not just in the speech room. It’s helpful to explain that services aren’t meant to stay the same forever, they’re designed to change as students grow.
Starting these conversations early can make a big difference. When families and teams understand that services are based on student need and will shift over time, changes feel more natural and less surprising. If there are concerns, bring the conversation back to student progress, data, IEP goals, and what will best support the student.
Why can it feel so difficult to shift away from “how we’ve always done things” when making decisions about services and eligibility?
Let’s be honest, change is hard, especially in school settings where routines help everything run smoothly. Trying something new can feel overwhelming, and many SLPs aren’t always sure where to start or what the next step looks like. On top of that, our training, past experiences, and expectations from teams, families, and administrators can all shape how we make decisions.
Shifting away from “business as usual” takes time, and it’s okay if it feels a little uncomfortable at first. A good place to start is simply pausing and reflecting on these questions:
- Is this decision really based on eligibility and the service model that best supports the student, or more about what I’ve always done?
- Have the students’ needs changed over time, and has their service model changed with them?
- Can I clearly explain why this student needs this level of service right now?
- What support or information do I need to feel more confident in following eligibility and learning about flexible scheduling options?
These small moments of reflection can help guide more confident decisions, lead to better outcomes for students, and help us manage our caseloads and workload.
The good news is you don’t have to figure this out on your own. Reach out to other SLPs, meet in small groups, talk through student cases, and share how you’re making decisions. Use team meetings effectively to review eligibility together, practice applying it on real cases, or discuss ways to approach conversations with families and IEP teams. When you do this as a team, it not only feels more manageable, but also helps create more consistency in how decisions are made across your site or district.
Key Takeaways: As school-based SLPs, we often rely on familiar routines and systems. Trying something new can feel overwhelming and a bit out of our comfort zone. However, when things stay the same, the outcomes of high caseloads, ongoing stress, and burnout will remain unchanged. Small, thoughtful shifts can begin to change those outcomes for both students and SLPs.
Using a workload approach, combined with flexible scheduling and a shift in mindset, allows services to better reflect the complexity of student needs in schools. As you move forward, consider what small changes might look like in your setting. Whether it’s starting a conversation, collaborating with your SLP team, trying a flexible approach, or gathering data, each step can help move services closer to what students need—and what supports sustainable practice.
To support your next steps, we are sharing additional resources below.
