In this course, Christina Bradburn, PhD, CCC-SLP, explores practical strategies for measuring and managing school-based SLP workloads, documenting student service needs, and advocating for more sustainable service-delivery models. Participants will learn how to move beyond traditional caseload numbers to better account for the time, complexity, and responsibilities involved in providing speech-language services in schools.
Caseload numbers rarely tell the whole story. One student may need straightforward articulation intervention, while another requires AAC consultation, collaboration with teachers and outside providers, team meetings, progress monitoring, and extensive documentation. Both count as one student on a caseload, but the time and responsibilities involved can look very different. Participants will explore ways to capture these differences, including potential workload weighting systems that account for the intensity and complexity of services and other responsibilities.
The course examines practical approaches to workload-informed service delivery, including 3:1 models, push-in and pull-out intervention, classroom-based therapy, consultation, and collaborative services. Examples will address AAC consultation and support for students with complex communication needs, including those in self-contained autism classrooms.
Participants will also examine how workload considerations influence IEP development, measurable goals, data collection, documentation, and service recommendations. Drawing on current research and practical examples, the course provides strategies for using workload data to support clinical decision-making, communicate with administrators, and advocate for service-delivery models that better reflect student needs and the realities of school-based practice.
This course builds on concepts introduced in Caseload vs Workload: A Smarter Approach to School-Based SLP Service Delivery. While the previous course is not required, it provides helpful background for those who want to explore the foundational concepts of workload-based service delivery.
Caseload numbers rarely tell the whole story. One student may need straightforward articulation intervention, while another requires AAC consultation, collaboration with teachers and outside providers, team meetings, progress monitoring, and extensive documentation. Both count as one student on a caseload, but the time and responsibilities involved can look very different. Participants will explore ways to capture these differences, including potential workload weighting systems that account for the intensity and complexity of services and other responsibilities.
The course examines practical approaches to workload-informed service delivery, including 3:1 models, push-in and pull-out intervention, classroom-based therapy, consultation, and collaborative services. Examples will address AAC consultation and support for students with complex communication needs, including those in self-contained autism classrooms.
Participants will also examine how workload considerations influence IEP development, measurable goals, data collection, documentation, and service recommendations. Drawing on current research and practical examples, the course provides strategies for using workload data to support clinical decision-making, communicate with administrators, and advocate for service-delivery models that better reflect student needs and the realities of school-based practice.
This course builds on concepts introduced in Caseload vs Workload: A Smarter Approach to School-Based SLP Service Delivery. While the previous course is not required, it provides helpful background for those who want to explore the foundational concepts of workload-based service delivery.
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