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Balancing & Scheduling Speech-Language Workloads in Schools

presented by Kathleen Whitmire, PhD, CCC-SLP (Retired), BCS-CL (Retired), FASHA

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Disclosure Statement:

Financial: Kathleen Whitmire, receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.


Non-Financial: Kathleen Whitmire, has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:

Educationally relevant assessments and interventions require that school-based speech-language pathologists (SLPs) provide both direct and indirect services with and on behalf of students, including various models of collaboration with classroom teachers and other colleagues. However, SLPs' schedules continue to be filled with direct pull-out therapy with small groups, blocking them from engaging in a fuller range of services and activities. This course presents strategies for thinking in terms of your workload rather than caseload, allowing you to schedule a wider array of activities within the school day.

Meet Your Instructor

Kathleen Whitmire, PhD, CCC-SLP (Retired), BCS-CL (Retired), FASHA

Dr. Whitmire is Senior Advisor for AmplioSpeech. Previously, she served as Director of Educational Programs and the RTI Action Network for the National Center for Learning Disabilities and as Director of School Services in Speech-Language Pathology for the American Speech-Language-Hearing Association (ASHA). Prior to that, she held positions as a clinic supervisor and lecturer at…

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Chapters & Learning Objectives

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1. Introduction to Workload

This introduction acknowledges the disconnect between what a school-based SLP actually does with and on behalf of students and what is on the schedule, and introduces a process for incorporating those activities into the schedule. We'll present a 3-step process for identifying, planning, and scheduling a full range of activities and services and reflect upon these conducted on behalf of students.

2. Workload Activity Clusters

In this chapter, Dr. Whitmire presents a detailed model for Step 1 - identifying the full range of direct services, indirect services, and administrative responsibilities that school-based SLPs engage in, and provides opportunities for participants to examine their work in light of this model.

3. Planning Services

In this chapter we'll discuss Step 2 – planning services for students based on the full range of services in the Workload Activity Clusters – and provide examples and a worksheet to expedite that planning.

4. Scheduling Workload

Schedules based on workload rather than caseload provide SLPs with the opportunity to engage in both direct and indirect services. This chapter presents several examples of such schedules, and summarizes tips for workload scheduling.

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