caseload "numbers" vs. reality

[exi75]

In order to make "equal" building assignments among the SLPs in my district, usually in the first week of school, she meets with us and looks at our "numbers." Namely, she wants to know the number of kids w/speech IEPs at each of our buildings. That's ALL that is taken into consideration - not types of kids, how often they are seen, kids being evaluated, extra duties etc. STrictly "how many" which never tells the whole picture. Does anyone's district have a different/successful approach for "equaling" out roster numbers? I have read some about the "workload" approach being used in other parts of the country. I should point out that the Supervisor of Special Ed (who is in charge of us) is NOT an SLP.

[annabe]

I am in Florida and to the best of my knowledge, no one has been able to equal out numbers here.

[hofmockel]

I live in Texas and we have the same problem. Our district uses '60' as the average number. The total number of students in the district with a speech impairment is divided by 60 and that's how many SLPs the district thinks they need to have. Makes no sense!

[Debbie-SLP]

I am from a small city in CT. Our Supervisor of Special Ed used to have us total the number of hours of service from all the IEP's in each building and assign staff on that basis. Obviously that was extremely inefficient and he ended up with complaints and having to move staff around every year after the school year had started. So, for the last three years he has assigned 2 SLP's to collect data from each school. The SLP's take into account what students can be reasonable grouped together based on disability, age etc., how many triennial evaluations are due for the coming year in each building and how many periods of instruction can fit into the day. This varies by level. For example, evaluations at the middle and high school level generally take two to three times as long as the elementary level. Thus if a middle school bldg has 20 triennials due for the year, we allow about three hour per for a total of 60 hours. We then divide that by the number of weeks in a year and figure out how many testing periods per week the bldg will need. This must then be subtracted from the total number of available therapy slots for the week. Also upper grade class periods are longer so therapy is generally based on the longer periods. That means there are fewer available therapy slots. On the other hand, the groups can be a little larger. We also take into account the number of high maintenance cases (severe autism, multiply handicapped)and the number of consult cases in the bldg and allow weekly consult periods (or biweekly etc depending on the number). Once we have all the data, we determine the number of FTE's needed in each bldg. Some bldgs might only need .2 where others might need 1.5 or even 2.0 FTE's. It's not a perfect system but much better than what we had. Oh, by the way, we get paid for working on this since we do it after school hours. WE try not to take away from therapy time unless absolutely necessary. PPT's, class trips, absenteeism etc do rob students of enough therapy time as it is.

[libratravel]

Hello-
I just attended the ASHA conference, where there was widespread discussion of the workload vs caseload issue. I attended a poster session by ASHA and was informed that there is software available to calculate workload. If you call the ASHA Action Center, they can send this software to you, free of charge.

[Meredith]

Thanks for the tip about the Action Center. I have the copy of Ieea and your caseload and have called about the workload analysis software. Some part of it is on back-order at this time, so if anyone is interested... get on the list!

Meredith

[annabe]

Thanks for the information on the software. I did not know it was available and I will get on that waiting list also.

[jennieleigh]

I too have experienced the same problems that we all experience regarding case loads. That is why I started my own business. I know hire SLP's and place them into the schools on a special contract with a limit to the caseload #'s and specific stipulations such as work that keeps you beyond your regular day is paid for at an additional hourly rate. The name of my company is Kidz & Us and you can get some info about us on the web @ Kidz & Us kidzandus.com We are looking to hire all positions... if anyone is interested or looking to work in AZ... please contact us. my email is: <a href="mailto:iteachspeech@juno.com">iteachspeech@juno.com</a> or <a href="mailto:jenniferfisher@kidzandus.com">jenniferfisher@kidzandus.com</a>

<small>[ December 15, 2004, 06:57 PM: Message edited by: jennieleigh ]</small>

[slp4444]

Jennieleigh...I have to say I wished i lived in AZ. I was extremely impressed with your website regarding your private company. I, too, work in the school system and have for 9 years. Each year it gets more and more frusterating...the demands increase, paperwork increases, the severity of the caseload increases and they cut positions because of lack of funds. I really think that administrators in school districts do not have a clue as to what we do all day long. I really think that they think we just work on lisps...sorry...it just gets so frusterating sometimes...at least i can say i absolutely LOVE the field of speech pathology and i love working with all my students! When they accomplish a difficult task and you look at them with that big smile...well that is worth a lot!!! I guess i just feel that we don't always revceive the recognition we deserve with all of our training and education.

<small>[ December 15, 2004, 09:10 PM: Message edited by: slp4444 ]</small>