SLP and SLPA Teams: Determining Appropriate Caseload Size

 The most common question that arises from the discussion of SLP/SLPA teams is about how to determine an appropriate caseload.  This is of particular importance for districts that previously relied solely on SLPs but are now considering SLPAs as a solution to address staffing shortages.

How many students can an SLP and SLPA team serve?

A full-time SLP/SLPA team is expected to handle more than a single full-time SLP caseload, although not quite twice as much. As a general guideline, we consider that an SLP-SLPA team can manage approximately 1.5 - 1.7 times the workload typically assigned to a single SLP. This formula serves as our initial benchmark when distributing assignments among our SLPs and SLPAs, with adjustments made based on the specific demographics of the served population and the unique characteristics of the district. We prioritize aligning with the district's directives, particularly regarding the allocation of buildings and caseloads among staff members. 

What variables need to be taken into account?

The list is almost infinite! Here are the 4 that we think are the most important:

1. Space

The more space that is available to the SLP-SLPA team, the more efficient they can be with their time and the more students they can see. For example, teams with adequate space for both the SLP and the SLPA to be seeing groups at the same time will be able to see more students in a day than teams who only have room for one group to run at a time. Similarly, teams that have the space for the SLPA to be seeing students while the SLP works on other tasks (e.g. IEP writing) can work at greater efficiency.

2. Flexibility in scheduling

The more options an SLP and SLPA have for scheduling and grouping students, the more efficient they can be with their time. Can the SLPA be seeing students for quick artic in the hallway while the SLP does evaluations? Can the SLP push-in to co-teach in the resource room while the SLPA runs a language group in the speech room?

3. Clerical support

The clerical requirements on an SLP can be a significant part of the workload. If the SLP-SLPA team has access to special education clerical support (printing, distributing, and filing paperwork), they can serve more students. If, however, the SLPA will be the person responsible for the clerical duties, this will reduce the number of students on the caseload.

4. Student population

Different types of students are associated with different workload demands. For example, elementary caseloads with more initial referrals may take more evaluation and case management time. Secondary students may require more teacher collaboration and consult. Special populations (e.g. AAC users) and self-contained classrooms are other factors that significantly contribute to staffing considerations. Caseload weighting models can really help with figuring this part out!

In the end, there is no one-size-fits-all answer to the SLP-SLPA caseload question. Clear communication between the admin team, SLP team, and building principal and staff so that everyone understands and can support the intended service model will lay the foundation for smooth and efficient service to students.