Have you realized the HUGE impact of high caseloads on RTI for speech therapists? It’s always been a lingering issue, but since the pandemic of 2020 hit, the issue has definitely grown. Virtual learning has definitely played a part in the caseload crisis. Let’s discuss the impact of high caseloads on RTI for speech/ language services and tips for what you can do to help this issue.
What is MTSS/RTI?
There are so many abbreviations in the world of special education. What do MTSS and RTI stand for? MTSS means Multi-Tiered System of Support and RTI stands for Response to Intervention. Often times, educators use these terms interchangeably but there are some distinct differences.
RTI is a multi-tiered approach focused on providing direct services, supports, and interventions for at-risk students. You will often see a visual representation using a pyramid when RTI is discussed. Think the bottom layer is Tier 1 and the top narrowest part of the triangle is Tier 3 intervention. Tier 1 instruction would be what all students receive-universal instruction. Tier 2 would be small group support and Tier 3 would be individualized instruction (think direct special education services.)
MTSS is a distinct approach that builds upon the original concept of tiered support, as with RTI, but is more pro-active. MTSS, unlike RTI, addresses systematic barriers and conditions for both students and educators.
To qualify for special education services (Tier 3), students must demonstrate two things:
First, educational impact (checklists included to document academic including specific common core standards).
Second, lack of response to interventions or ongoing need for significant interventions. This RTI Packet helps you prove both with data. If you take a concern to your special education team and have data to prove a student isn’t progressing with your help, you have documented the need for specialized instruction from a speech-language pathologist. Another resource to use for intervention for Speech is the Ultimate Speech Sound Home Packet Bundle.
Caseload vs. Workload
What is the difference between your caseload and your workload?
According to ASHA:
Caseload refers to the number of students with Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and 504 plans served by school-based speech-language pathologists (SLPs) and other professionals through direct and/or indirect service delivery options. In some school districts, caseloads may also include students who receive intervention and other services within general education designed to help prevent future difficulties with speech, language learning, and literacy.
Workload refers to all activities required and performed by school-based SLPs. Workload includes the time spent providing face-to-face direct services to students as well as the time spent performing other activities necessary to support students’ education programs, implement best practices for school speech-language services, and ensure compliance with the Individuals with Disabilities Education Improvement Act of 2004 (IDEA, 2004) and other mandates.
Traditionally, a school SLP’s workload has been conceptualized as almost exclusively synonymous with caseload; the reality is that caseload is only ONE part of the picture. When a student is added to a caseload for direct services, significant amounts of time within the school day, week, or month must be allocated for additional important and necessary workload activities.
The Caseload Crisis
Now that we understand what all these terms mean, let’s discuss the caseload crisis. In the past, ASHA recommended a maximum caseload number. However, some states and districts interpreted the number as a minimum rather than a maximum. Others ignored the recommendation, citing that there is no research to support a specific caseload size.
ASHA no longer recommends a specific caseload number for the following reasons:
- There is no research to support a specific caseload size.
- The needs of students receiving speech-language services vary greatly, and a specific caseload number does not take into account this variation. For example, a caseload of 40 students with very mild communication disorders could be manageable, whereas a caseload of 40 students with severe disabilities is not likely to support the provision of a Free and Appropriate Public Education (FAPE).
For these reasons, ASHA encourages assignment of SLPs based on workload rather than caseload.
Some states have NO CASELOAD CAP! In other states, it is unbelievable high. For example, in Ohio the caseload cap is 80, using a weighted caseload model. Some states require a workload approach but not all states do. In most states that have attempted to adopt a weighted caseload model, the legislation has not made the writing clear enough. Districts say they are complying by “considering” different factors but they do not have to prove the model that they use to determine the workload approach.
Why do High Caseloads Impact the Quality of RTI?
It’s sometimes obvious that caseloads have an impact on the quality of IEP services provided by an overburdened SLP. What about the impact on the rest of the school community? When the caseloads are overwhelmed any at-risk students suffer. There simply is no time for prevention or intervention.The impact of high caseloads on RTI is a great one. Here are some ways that high caseloads impact the quality of RTI:
-After the pandemic, a kindergarten teacher might have 10 students to refer for speech or language services. Typically, a speech therapist would like to do some whole group instruction to prevent those students from needing services. However, with higher caseloads there is no time to provide extra things like this.
Additionally, speech and language groups are already so large. This means that there is no room to add additional students and still get adequate trial data.
Next, there is no extra time to prep materials for others (parents, aids, teachers) or even themselves.
-Finally, no flexibility in SLP’s schedules makes it almost impossible to meet with and coach parents for things to try at home.
What Can We Do About This?
Try using “ready to use resources” for RtI such as:
RtI Articulation and Language Bundle: Toolkits for Teachers
Ultimate Speech Sound Home Packet Bundle: Articulation & Phonology
Advocate for Your Workload!
Do you feel that your caseload is too high this year? What are you doing to make it work?
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Yes, my caseload/workload are higher this year than any other of my 26 years in the schools. The sheer number of students on IEPs is overwhelming, but in addition, I have had more screenings and evaluations than I have ever done as well. I am so TIRED… mostly mentally from trying to make so many decisions and “spin so many plates” at the same time. Luckily I have some paraprofessional help that has eased the burden of me personally covering all of the speech minutes. With higher caseloads/workloads/screenings/evaluations come higher numbers of IEPs, evaluation reports, meetings, and conversations with teachers and parents. I feel inadequate at every turn because no matter what I do, something has to suffer for me to attend to something else. I am tired of feeling guilty for not getting “this thing” done because I have to do “that thing”. I feel like I don’t do anything well. I take work home and spend many evenings writing IEPs and reports, billing Medicaid, or updating IEPs. Morale in the schools is terrible as well… teachers and paraprofessionals are absent due to increased sickness (from extra stress) and there are few subs to cover. This leads to paraprofessionals getting pulled to be classroom teachers or classes split up or special classes being cancelled. Kids are losing out.
To top it all off, there is growing concern about applicants to fill open speech positions in our agency. This will lead to assignment adjustment and increases making all of this worse for next year. I just don’t know how much more I can take. I have talked to many other speechies that feel the same way. It is terrible.
I am struggling in the same ways that you are. In Florida there is no caseload limit at all. This year I have about 90 middle school students, including a Social Emerging and Social Functioning class. Those two classes alone should have their own SLP. I am swamped with IEP meetings that are last 2.5 to 3 hours and am often left waiting in the conference room because no one bothered to tell me that a meeting was cancelled or rescheduled. The increase in paperwork is overwhelming! I am beginning to catch flack from our ESE department head about services that haven’t been provided to students because I am stuck in IEP meetings from which they won’t release me. There are not enough SLPs to go around and no help on the way. I am on my own and am very seriously considering moving to a state with caseload limits where I can feel successful again. I am doing my best here, but there are just not enough hours in the week! SLPs don’t want to work in our district because a master’s degree is required, pay is too low to cover student loan payments and caseloads are too high and growing.